Learning quality in Secondary Education
Contido principal do artigo
Vol. 15 N.º 2 (2011): Globalización, nuevas ruralidades y escuelas, Colaboración, Páxinas 345-356
Recibido: Dec 18, 2015
Publicado: Sep 1, 2011
Resumo
It is widely extended the hypothesis that the current level of real learning obtained by Secondary
and last years of Primary Education students is quite deficient. Quality is difficult to be evaluated
but it implies that what we teach, despite passing exams or not, has to be transformed in a
effective, applicable, maintained and personally reconstructed learning, developing and
broadening their cognitive space and enriching students ́ intellectual capacity. This quality
improvement is currently demanded by the knowledge society and the academic and professional
receptors of our students, as well as teachers and inspectors in Secondary Schools. Therefore, it is
essential teachers ́ acceptance of the current situation as the first step to facilitate any type of
innovation in Education.
and last years of Primary Education students is quite deficient. Quality is difficult to be evaluated
but it implies that what we teach, despite passing exams or not, has to be transformed in a
effective, applicable, maintained and personally reconstructed learning, developing and
broadening their cognitive space and enriching students ́ intellectual capacity. This quality
improvement is currently demanded by the knowledge society and the academic and professional
receptors of our students, as well as teachers and inspectors in Secondary Schools. Therefore, it is
essential teachers ́ acceptance of the current situation as the first step to facilitate any type of
innovation in Education.
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Bono Santos, E. (2011). Learning quality in Secondary Education. Profesorado, Revista De Currículum Y Formación Del Profesorado, 15(2), 345–356. Obtido de https://revistaseug.ugr.es/index.php/profesorado/article/view/20291