THE ROLE OF THE DEEP TEACHING FOR IMPLEMENTATION OF THE COMPETENCY-BASED EDUCATION

Authors

  • Ginta Strauta Rezekne Academy of Technologies

DOI:

https://doi.org/10.17770/ercs2018.3472

Keywords:

deep teaching, deep learning, competence-based education

Abstract

At the moment, learning are very limited, mostly dominated by a frontal teachers work and tasks that encourage repeating. Educational content should provide students with tasks, that are as close as possible to life situations, so that students know, how to act and require the use of all available resources.

The aim of the article is to draw teachers' attention to the importance of deep teaching in organizing the teaching process, and to identify the most important aspects of the deep teaching, of the implementation of competence-based education.

Research methods: analysis of pedagogical and psychological scientific literature and normative acts, student and teacher survey, data processing in SPSS 22.0.

References

Beckers, R., Van der Voordt, T., & Dewulf, G. (2015). A conceptual framework to identify spatial implications of new ways of learning in higher education. Facilities33 no. 1/2, 2-19. DOI 10.1108/F-02-2013-0013.

Biggs, J. B., & Collis, K. F. (1982). Evaluating the Quality of Learning – the SOLO Taxonomy. New York: Academic Press.

Bukins, J., Siliņa, V., & Vuškāne, I. (2017). Dziļā mācīšanās - mācību stunda, stundas vērošana un vērtēšana. Ratnieki. Available: http://vitae.lv/wp-content/uploads/2017/09/Mac_ stunda_un_verosana_17_08_2017.pdf

Fadels, Č., Bialika, M., & Trilings, B. (2017). Četru dimensiju izglītība. Rīga: Lielvārds.

Jiang, Y. (2014). Exploring Teacher Questioning as a Formative Assessment Strategy. RELC Journal, 45 (3), 287–304.

Jurāne-Brēmane, A. (2018). Formatīvā vērtēšana studiju procesā. Promocijas darbs. Rīga, Latvijas Universitāte.

Lynch, R., McNamara, P. M., & Seery, N. (2012). Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback. European Journal of Teacher Education, 35 (2), 179-197.

LU Starpnozaru izglītības inovāciju centrs (2017). “Kompetenci attīstoša mācīšanās” Ieteikumi izglītības politikas un rīcībpolitikas veidotājiem. Darba variants 07.04.2017. Available: http://telerehabilitation.lv/

Namsone, D., & Čakāne, L. (2015). What lesson observation data reveal about the changes in teaching science and mathematics. University of Latvia, Centre for Science and Mathematics Education, Latvia. Available: https://www.siic.lu.lv/fileadmin/user_ upload/lu_portal/projekti/siic/Publikacijas/Materiali_VPP/3/ESERA_2015_stundas_POSTER.pdf

Namsone, D. (2017). Kas ir „Skola 2030”? Valsts izglītības un satura centrs. [video]. Available: https://www.skola2030.lv/

Ramsden, P. (2003). Learning to Teach in Higher Education. London: Routledge.

Downloads

Published

2018-09-18

Issue

Section

Articles