(Klíčové) kompetence v českém vzdělávání: proč si navzájem nerozumíme?
| Title in English | (Key) competences in Czech education: Why don´t we understand each other? |
|---|---|
| Authors | |
| Year of publication | 2021 |
| Type | Article in Periodical |
| Magazine / Source | Studia paedagogica |
| MU Faculty or unit | |
| Citation | |
| Web | https://journals.phil.muni.cz/studia-paedagogica/article/view/19226 |
| Doi | http://dx.doi.org/10.5817/SP2021-3-1 |
| Keywords | competence; competency; Framework Educational Programme for Basic Education; curriculum |
| Description | In the Czech Republic, key competences have been one of the main goals of education since 2007. However, this construct is still not comprehensible for teachers. They consider it vague and difficult to grasp in everyday teaching. This study aims to analyze the theoretical basis of (key) competences in primary education and point out that their understanding changes over time and gradually deviates from the Czech curricular definition. First, the article describes the development of competences and how they got into the Czech curriculum. Two basic concepts of competences are then defined – the normative, holistic competence, and the functional, measurable competence, and how both manifest themselves in the Czech educational reality is described. The presented study also shows differences between the declared definition of competences in curricular documents and where they are probably moving due to the needs of the decision-making sphere. The described conceptual and terminological rift and inconsistency may be one reason for the lack of deeper theoretically and empirically grounded research, which may result in insufficient understanding and acceptance of the concept by the community and teachers themselves. |
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