Competence-based multiple learning paths: on the road of implementation
<p>This article presents the results of an action-research implementation project based on a system that weaves together five different routes to facilitate the development of competences through the use of multiple learning paths for primary and secondary teachers. The first and initial resul...
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2014-12-01
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doaj-9435b3ff662646ffac5a345608856be52020-11-24T21:23:51ZengUniversidad de DeustoTuning Journal for Higher Education2340-81702386-31372014-12-012110712810.18543/tjhe-2(1)-2014pp107-12838Competence-based multiple learning paths: on the road of implementationMaría Dolores de PradaJulia González<p>This article presents the results of an action-research implementation project based on a system that weaves together five different routes to facilitate the development of competences through the use of multiple learning paths for primary and secondary teachers. The first and initial results that the article deals with relate to the experience of math teachers for ages 11 to 14. Other levels and other fields are in the process of being developed. The article deals briefly with the justification, the background and the fundamental principles that underpin the research methodology and introduces a number of elements such as the method followed by the research, the resources and the materials used as well as the results obtained at the end of the second year of this experience. It also justifies the model chosen and the criteria and strategies selected for its reliability and verification. In addition, it provides significant elements of reflection about a number of burning issues: The development of a new profile of the “teacher” in a studentcentred system and the implementation system to be followed, the importance of multiple but integrated learning paths and the relevance as well as the reflection on real cases of competence evaluation.</p>http://www.tuningjournal.org/article/view/72Learning pathsteacherscompetence-based learningaction – researchpersonalised learningmultiple intelligencescooperative learning. |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
María Dolores de Prada Julia González |
spellingShingle |
María Dolores de Prada Julia González Competence-based multiple learning paths: on the road of implementation Tuning Journal for Higher Education Learning paths teachers competence-based learning action – research personalised learning multiple intelligences cooperative learning. |
author_facet |
María Dolores de Prada Julia González |
author_sort |
María Dolores de Prada |
title |
Competence-based multiple learning paths: on the road of implementation |
title_short |
Competence-based multiple learning paths: on the road of implementation |
title_full |
Competence-based multiple learning paths: on the road of implementation |
title_fullStr |
Competence-based multiple learning paths: on the road of implementation |
title_full_unstemmed |
Competence-based multiple learning paths: on the road of implementation |
title_sort |
competence-based multiple learning paths: on the road of implementation |
publisher |
Universidad de Deusto |
series |
Tuning Journal for Higher Education |
issn |
2340-8170 2386-3137 |
publishDate |
2014-12-01 |
description |
<p>This article presents the results of an action-research implementation project based on a system that weaves together five different routes to facilitate the development of competences through the use of multiple learning paths for primary and secondary teachers. The first and initial results that the article deals with relate to the experience of math teachers for ages 11 to 14. Other levels and other fields are in the process of being developed. The article deals briefly with the justification, the background and the fundamental principles that underpin the research methodology and introduces a number of elements such as the method followed by the research, the resources and the materials used as well as the results obtained at the end of the second year of this experience. It also justifies the model chosen and the criteria and strategies selected for its reliability and verification. In addition, it provides significant elements of reflection about a number of burning issues: The development of a new profile of the “teacher” in a studentcentred system and the implementation system to be followed, the importance of multiple but integrated learning paths and the relevance as well as the reflection on real cases of competence evaluation.</p> |
topic |
Learning paths teachers competence-based learning action – research personalised learning multiple intelligences cooperative learning. |
url |
http://www.tuningjournal.org/article/view/72 |
work_keys_str_mv |
AT mariadoloresdeprada competencebasedmultiplelearningpathsontheroadofimplementation AT juliagonzalez competencebasedmultiplelearningpathsontheroadofimplementation |
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1725990853493653504 |