Acceso usuarios
Barcelona, España
En el marco del aprendizaje permanente, no solo es importante identificar las competencias clave de los docentes y la formación para desarrollarlas, sino también que los docentes se apropien del desarrollo de sus competencias. A partir del Consejo Europeo de Lisboa (2000), se han realizado grandes esfuerzos en las instituciones de educación superior para implementar el enfoque basado en competencias, a pesar de que con diferencias entre países, instituciones o dentro de un mismo país. De ahí la necesidad de la creación de un modelo más global de marco competencial para docentes que alinee la formación inicial, formación permanente y el desarrollo profesional del profesorado. En esta contribución, se presentan los pasos seguidos del proceso para diseñar, validar y aplicar el marco global de las competencias clave del profesorado. Se pretende asegurar la transferibilidad de este marco a otros contextos y la armonización global para fomentar su uso en futuros estudios e investigaciones.
In the framework of lifelong learning, it is not only important to identify the teachers key competences and the training to develop them, but also that teachers take ownership of the development of their competences. Since the European Council meeting in Lisbon (2000), higher education institutions have made considerable efforts to implement a competence-based approach, even though they vary greatly not only between countries, but also between institutions within the same country. These differences highlight the need for a more global model of competence framework for teachers, aligning initial training, ongoing training and the professional development of them. In this contribution, the steps followed in the process to design, validate and apply the global framework of teachers’ key competences are presented. The aim is to ensure the transferability of this framework to other contexts and to promote global harmonization, to encourage its use in future studies and research.
In the framework of lifelong learning, it is not only important to identify the teachers key competences and the training to develop them, but also that teachers take ownership of thedevelopment of their competences. Since the European Council meeting on 23-24 March 2000 in Lisbon, higher education institutions have made considerable efforts to implement a competence-based approach, even though they vary greatly not only between countries, but alsobetween institutions within the same country. These differences highlight the need for a more global model of competence framework for teachers, aligning initial training, ongoing training and the professional development of them. In this contribution, the steps followed in the process to design, validate and apply the global framework of teachers’ key competences are presented.The aim is to ensure the transferability of this framework to other contexts and to promote global harmonization, to encourage its use in future studies and research.
