The authentic teaching of professional competencies. A project of reciprocal learning secondary school-university

Carles Monereo, Sonia Sànchez-Busqués, Núria Suné

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)

Abstract

The present investigation is part of a project of teaching innovation-ARCPRO-consisting in the reciprocal promotion of professional competences between psychology students at the Autonomous University of Barcelona and teachers in two high schools. The study starts from a design in which three experimental conditions are compared: real advising with notes (students play the role of advisor and they can use their notes during the individual evaluation test), real advising without notes and virtual advising (on the basis of the simulation of a real situation through a LMS Moodle). The results indicate that teaching based on authenticity criteria promotes the acquisition of professional competencies for both, university students and high school teachers, which was very motivating for all participants. The advantages of the use of a virtual platform, the use of notes and their consequences are also discussed.
Original languageEnglish
Pages (from-to)79-101
JournalProfesorado
Volume16
Issue number1
Publication statusPublished - 1 Jan 2012

Keywords

  • Authentic learning
  • Professional competences
  • Psycho-educational advising
  • Virtual environment

Fingerprint Dive into the research topics of 'The authentic teaching of professional competencies. A project of reciprocal learning secondary school-university'. Together they form a unique fingerprint.

Cite this