Improving learning competence in schools - What relevance does empirical research in this area have for teacher training?

Abstract

In an increasing manner, schools are challenged with the task of making pupils masters of their own learning so that they are able to approach and deal with their tasks independently. Such a promotion of learning competences implies the promotion of competence in subject knowledge and method competence, as well as in social and personal competence. The present article analyses the question of how the acquisition of learning competences may be enhanced at school and at the level of educational systems. A study (2002-2004), commissioned by the Bertelsmann Foundation was to provide relevant information in this respect, the results of which are presented in this contribution. After a technical definition of the term of 'learning competence' the author explains how the schools of the inquiry split up these general categories of learning competences into partial areas of competence and/or dimensions, subsequently determining these as set goals for their future work on school development. The improvement of learning competences implies numerous changes at the level of content, method and organisation. The different ways in which such quality development in schools may be achieved are being analyzed and categorized in the available contribution. Finally we take a look at the conditions that are to be fulfilled in order to be able to successfully improve learning competences at school by describing these as vital tasks for future research and development. © 2006 Association for Teacher Education in Europe.