key competences

  • The Role of Key Competences in Adult Education: The Case of Lithuania

    Author: Vidmantas Tūtlys
    Author: Genutė Gedvilienė
    Year of publication: 2017
    Source: Show
    Pages: 40-53
    DOI Address: https://doi.org/10.15804/tner.2017.49.3.03
    PDF: tner/201703/tner20170303.pdf

    This article focuses on the analysis of the current state of the key competence development of adults in Lithuania. The following key competences are analysed: communication in native tongues and foreign languages, development of cultural awareness, entrepreneurship, application of information society technologies, and learning to learn. The research involved analysis of the definition and role of the key competences, discussing their typologies and revealing the preconditions, factors and approaches to the development of the key competences. Results of the quantitative survey involving 6992 adult respondents in Lithuania showed that the key competences are important for the majority of the research sample in their social, work and personal life. Individualised ways of key competence development are applied more frequently than collective ways. Key competence development is mostly enhanced by personal needs (work, wish of development and self-realization) and support of the family. The most frequently mentioned obstacles to the development of key competences are lack of financial resources and expensive training services.

  • Entrepreneurship as the Key Competence of Early Education Teachers in the Context of Employers’ Expectations – Research Report

    Author: Joanna Malinowska
    Author: Marta Kondracka-Szala
    Year of publication: 2017
    Source: Show
    Pages: 239-249
    DOI Address: https://doi.org/10.15804/tner.2017.49.3.19
    PDF: tner/201703/tner20170319.pdf

    The issue undertaken in this article concentrates on entrepreneurship as the key competence of the teachers of preschool and early school children in Poland. A hypothesis was made that developing this competence in the course of professional teacher training is the condition of effective children education. For this purpose, an online survey was conducted with a sample of 232 head teachers of schools and kindergartens (public and private ones). The presented results of the research tackle expectations of employers towards recruited teachers with regards to this competence. Accomplishment of the research project allowed for formulating recommendations for teacher training within the framework of education for entrepreneurship by indicating directions and areas of implementing necessary changes.

  • The Role of the Key Competences of VET Teachers in Enhancing the Quality of the Teaching Process

    Author: Genutė Gedvilienė
    Institution: Vytautas Magnus University
    Author: Vidmantas Tūtlys
    Institution: Vytautas Magnus University
    Author: Sigitas Daukilas
    Institution: Vytautas Magnus University
    Year of publication: 2019
    Source: Show
    Pages: 255-270
    DOI Address: https://doi.org/10.15804/tner.19.56.2.21
    PDF: tner/201902/tner5621.pdf

    Research problem - Today the quality of vocational education and training (VET) and especially the quality of the didactic process in VET highly depend on the capabilities of VET teachers to structure knowledge and skills they impart when dealing with the increasing volume of vocational and professional knowledge, and also on their capability to integrate the requirements of occupation and needs of students when coping with the challenges posed by fast technological development and changing student identity. The goal of this study is to explore the role and potential of key competences of VET teachers and how their development could equip VET teachers with the above-mentioned capabilities. The research methodology is based on both quantitative and qualitative research methods. The quantitative study was carried out by using a standardised questionnaire. Such a study helps disclose the personality traits of VET teachers, ways of their professional development and specific characteristics of their educational process. The participants in this research were VET teachers from different VET schools in Lithuania. Research data were analysed by using mathematical-statistical methods: descriptive statistics, nonparametric hypothesis testing, and factor analysis. Qualitative research was carried out by interviewing VET teachers from different VET schools and centres in Lithuania. Key competences and their development significantly contribute to the development of professional identity and personality factors of VET teachers. There is a direct and positive interdependency between the development of key competences of VET teachers and the quality of didactics, pedagogy and the expertise of VET teachers in the given occupational field. Key competences help VET teachers to shape and develop their professional identity and to cope with the current methodological and organisational challenges in the fields of curriculum design, organisation of training processes (including application of contemporary educational technologies), and vocational didactics.

  • The Influence of the Flipped Classroom Model on the Development of Key Competences of Future Teachers

    Author: Olivera Cekić-Jovanović
    Institution: University of Kragujevac
    Author: Miloš Đorđević
    Institution: University of Kragujevac
    Author: Marko M. Đorđević
    Institution: University of Kragujevac
    Year of publication: 2019
    Source: Show
    Pages: 271-282
    DOI Address: https://doi.org/10.15804/tner.19.56.2.22
    PDF: tner/201902/tner5622.pdf

    The study examines the impact of the Flipped Classroom (FCM) on the development of key competences for the 21st century (KC21) in future teachers. Experimental design with two parallel groups was used. The sample consisted of 122 students of the Faculty of Education, i.e., experimental group-EG (60), and control group-CG (62). The EG attended lectures implementing the FCM, while the CG received traditional instruction. Results show that there is no significant difference in self-assessment of competence development between the EG and CG related to creativity, responsible attitude towards work, health and environment. There is a significant difference in the self-assessment of competences related to socio-emotional skills, problem solving, critical thinking, information and ICT literacy and learning to learn. The conclusion is that the implementation of the FCM can influence the development of the majority of KC21.

  • On Forming Key Competences within the ICT-supported Instruction in Higher Education

    Author: Ivana Šimonová
    Institution: University of Hradec Kralove
    Author: Petra Poulová
    Institution: University of Hradec Kralove
    Author: Marcela Sokolová
    Institution: University of Hradec Kralove
    Author: Martin Bílek
    Institution: University of Hradec Kralove
    Year of publication: 2014
    Source: Show
    Pages: 134-147
    DOI Address: https://doi.org/10.15804/tner.14.35.1.11
    PDF: tner/201401/tner3511.pdf

    The paper presents research results of the two-year pedagogical experiment comparing test scores in three subjects (Database Systems, Management, IT English) taught either in the ICT-supported way, or in the traditional face-to-face way at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The main research objective was to find out whether ICT contribute to increasing learners’ knowledge and consequently to forming key competences. Didactic tests as the main tool were used within the pedagogical experiment which followed the “pre-test - instruction - post-test - post-test2” structure. The research sample included 687 respondents. Obtained results proved there were no statistically significant differences in learners’ knowledge in both approaches to instruction. The results were discussed from two important points of view: (1) teachers’ and learners’ ability to use the potential of ICT in teaching/learning and (2) the role of teaching/learning styles in the ICT-supported instruction.

  • Rozwijanie inteligencji wielorakich i kompetencji kluczowych dzieci w kontekście edukacji nieformalnej. Studium przypadku konkursu „Słoneczniki”

    Author: Renata Pater
    Institution: Uniwersytet Jagielloński w Krakowie
    ORCID: http://orcid.org/0000-0002-9450-3690
    Author: Joanna Olszewska-Gniadek
    Institution: Uniwersytet Jagielloński w Krakowie
    ORCID: https://orcid.org/0000-0002-3853-6615
    Year of publication: 2022
    Source: Show
    Pages: 186-196
    DOI Address: https://doi.org/10.15804/em.2022.01.12
    PDF: em/16/em1612.pdf

    The developing of children’s multiple intelligences and key competences in the context of non-formal education. A case study of the competition “Słoneczniki [Sunflowers]”

    Educational activities organized by cultural institutions are nowadays developed around the world in spaces other than schools. In particular, some new forms of education for children emerged, which are situated in museums, theatres, and cultural and entertainment centres. Global educational challenges are undertaken in local cultural environments. Their shared value is the focus on developing children’s abilities and the potential for multiple intelligences from an early age. The multiplicity and diversity of cultural offers is undoubtedly an advantage, but also a problem. Hence, the question arises which of these cultural proposals are particularly valuable, compared to others, and stand out in terms of quality. The article presents a case study of the “Sunflowers” competition, held in Krakow, in the context of research into children’s cultural and intercultural education. The materials made available by the organizer of the competition were analyzed in the article. Non-formal education has been discussed as an important area of educational influence and the formation of cultural competence.

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