Publication: La competencia para aprender a aprender en educación secundaria obligatoria: fundamentos y herramientas de un programa integrado para su desarrollo
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2016-12-12
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Universidad Complutense de Madrid
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Abstract
Esta es una investigación orientada a conocer y valorar si el profesorado de Educación Secundaria Obligatoria estimula la construcción de la competencia para aprender a aprender en el alumnado. Comienza el trabajo con una fundamentación teórica que se ocupa de la conceptualización del aprender a aprender desde un enfoque competencial y desarrolla, a continuación, una parte práctica en la que, a partir de la presentación de las investigaciones que están relacionadas con su estudio, se describe el proceso seguido hasta llegar al análisis, valoración de resultados y delimitación de futuras líneas de acción e investigación. La primera parte del trabajo aborda el marco teórico de la competencia para aprender a aprender. Se describen los documentos y proyectos internacionales y europeos que le sirven de referencia y se analiza la normativa que, en el territorio español, determina su carácter prescriptivo: tanto las leyes orgánicas de educación como los currículos que vienen a desarrollarlas, que ahora la identifican como competencia clave. Se continúa tratando la relación entre competencias y currículo, el sentido que tiene su perspectiva sistémica y cómo, dado este carácter, debe impregnar los niveles de desarrollo y concreción curricular que lo redefinen hasta determinar, en el contexto de un centro, la posición de un programa para aprender a aprender. Se procede, entonces, a concretar los argumentos sociales que justifican la necesidad del cambio en los procesos de enseñanza y aprendizaje. Se analiza, asimismo, lo que suponen para materializar el aprender a aprender las perspectivas del alumnado y del profesorado...
This investigation is oriented toward identifying and evaluating whether the teaching staff in Obligatory Secondary Education stimulates learning skills in their pupils. The work begins with the theoretical basis of the learning to learn conceptualization focused on competence before going on to immediately develop a practical part which, using the related investigations, their analysis, and results describes future action and investigative lines. This worḱs first part tackles the theoretical framework of the “learning to learn skill/competence”. It describes the documents and European and international projects that serve as a reference and analyzes the regulations that, in Spain, determine its prescriptive nature: both the organic laws and the developmental curricula derived there from, which now identify it as a key competence. The relationship between competences and curriculum, the meaning of its systemic perspective and how, given its character, this must permeate the levels of development and curricular concretion are then examined in order to establish, in a given context, the place of a learning-to-learn program. The study then proceeds by establishing the social arguments that justify the need for a change in the teaching and learning processes. It analyzes, as well, the importance of both pupils’ and teaching staff́s perspective when materializing learning-to-learn. In the first part, study of the learning-to-learn conceptual framework is essential. It starts from its treatment in the regulations as a key competence, which consists, along with the initiative and enterprising spirit competences, in an integrating and holistic character regarding the rest of the competences...
This investigation is oriented toward identifying and evaluating whether the teaching staff in Obligatory Secondary Education stimulates learning skills in their pupils. The work begins with the theoretical basis of the learning to learn conceptualization focused on competence before going on to immediately develop a practical part which, using the related investigations, their analysis, and results describes future action and investigative lines. This worḱs first part tackles the theoretical framework of the “learning to learn skill/competence”. It describes the documents and European and international projects that serve as a reference and analyzes the regulations that, in Spain, determine its prescriptive nature: both the organic laws and the developmental curricula derived there from, which now identify it as a key competence. The relationship between competences and curriculum, the meaning of its systemic perspective and how, given its character, this must permeate the levels of development and curricular concretion are then examined in order to establish, in a given context, the place of a learning-to-learn program. The study then proceeds by establishing the social arguments that justify the need for a change in the teaching and learning processes. It analyzes, as well, the importance of both pupils’ and teaching staff́s perspective when materializing learning-to-learn. In the first part, study of the learning-to-learn conceptual framework is essential. It starts from its treatment in the regulations as a key competence, which consists, along with the initiative and enterprising spirit competences, in an integrating and holistic character regarding the rest of the competences...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, leída el 26/01/2016