Competence-based multiple learning paths: on the road of implementation

  • María Dolores de Prada
  • Julia González University of Deusto, Spain
DOI: https://doi.org/10.18543/tjhe-2(1)-2014pp107-128
Keywords: Learning paths, teachers, competence-based learning, action – research, personalised learning, multiple intelligences, cooperative learning.

Abstract

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.

Published online: 20 December 2014

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Published
2014-12-20
How to Cite
de Prada, María Dolores, and Julia González. 2014. “Competence-Based Multiple Learning Paths: On the Road of Implementation”. Tuning Journal for Higher Education 2 (1), 107-28. https://doi.org/10.18543/tjhe-2(1)-2014pp107-128.
Issue
Vol. 2 No. 1 (2014): Policy and implementation: actions for curriculum reform
Section
Articles

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