Meroño, L., Calderon, A., Arias-Estero, J. L., & Mendez-Gimenez, A.

2019

Unknown

Cultura y Educación

Prediction model for the inclusion of key competences in the primary school curriculum through the teachers’ perceptions in the Region de Murcia

Published

1

key competences, curriculum, professional development, structural equation modelling, teacher perception, teaching-learning process

31

1

31

66

The purposes of this paper were twofold: (a) to analyse primary school teachers’ perceptions of the inclusion of the key competences in the curriculum; and (b) to test a hypothetical prediction model about the inclusion of the key competences in the curriculum according to their perceptions. The participants were 1,010 teachers from 110 schools. The results showed that the teachers need training on this new competency-based approach to teaching, learning and evaluation. The hypothetical prediction model confirmed the high predictiveness of pre-service teacher education and continuous professional development regarding the proper development of the main elements of competency-based learning which contribute to achieving the purposes of today’s education. One of the possible recommendations that could facilitate the inclusion of the key competences in the curriculum according to their perception is teacher training geared towards pedagogical models adapted to the reality of teaching today which optimize teachers’ professional performance and students’ academic achievement.

https://doi.org/10.1080/11356405.2018.1561108

https://doi.org/10.1080/11356405.2018.1561108