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The European Competency and the Teaching for Understanding Frameworks: Creating Synergies in the Context of Initial Teacher Training in Higher Education

Author

Listed:
  • Naiara Bilbao

    (Department of Didactics and School Organization, Faculty of Education, University of the Basque Country (UPV/EHU), 48940 Leioa, Spain)

  • Urtza Garay

    (Department of Teaching of Language and Literature, Faculty of Education, University of the Basque Country (UPV/EHU), 48940 Leioa, Spain)

  • Ainara Romero

    (Department of Didactics and School Organization, Faculty of Education, University of the Basque Country (UPV/EHU), 48940 Leioa, Spain)

  • Arantzazu López de la Serna

    (Department of Didactics and School Organization, Faculty of Education, University of the Basque Country (UPV/EHU), 48940 Leioa, Spain)

Abstract

The aim of this research was to analyze the rich, complex, interrelated relationship that could possibly be established between the Teaching for Understanding framework, pedagogical proposal belonging to Project Zero (Education research team of Harvard University, Boston, MA, US), and the European Competency Framework. Through an in-depth analysis of the constituent features that define and explain both proposals, and questions answered both by teachers with ample classroom experience and experts on the field, it shows that these are two complementary educational perspectives that share a similar vocation and that contribute to improving the teaching-learning process in Higher Education, specifically in the context of initial Teacher Training. Likewise, it analyzes the different factors to take into account when implementing them, particularly in the context of Higher Education; factors that make them complex proposals but also of very high educational value and with the potential to enrich the teaching-learning process, no matter the context.

Suggested Citation

  • Naiara Bilbao & Urtza Garay & Ainara Romero & Arantzazu López de la Serna, 2021. "The European Competency and the Teaching for Understanding Frameworks: Creating Synergies in the Context of Initial Teacher Training in Higher Education," Sustainability, MDPI, vol. 13(4), pages 1-14, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:1810-:d:495364
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    References listed on IDEAS

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    1. Stefano Kluzer & Laia Pujol Priego, 2018. "DigComp into action: Get inspired, make it happen. A user guide to the European Digital Competence Framework," JRC Research Reports JRC110624, Joint Research Centre.
    2. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    3. Rosalía Romero-Tena & Raquel Barragán-Sánchez & Carmen Llorente-Cejudo & Antonio Palacios-Rodríguez, 2020. "The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences," Sustainability, MDPI, vol. 12(11), pages 1-17, June.
    4. Julio Cabero-Almenara & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez & Julio Barroso-Osuna, 2020. "Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
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