Developing innovation competences in schools. A practical perspective

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH E-Mentor Pub Date : 2022-10-01 DOI:10.15219/em96.1578
Jan Fazlagić, Mirosława Kaczmarek, C. Connolly
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Abstract

This article argues that the development of innovation competences should take a more formalised role within the national education curriculum. The authors have developed a list of eighteen competences based on literature review and consultations with experts, with empirical results from a national study commissioned by the Polish Ministry of Development. The main purpose of the study was to propose a set of measures and recommendations in regard to the national reform of the education system in Poland. Based on extensive empirical data from that study the authors propose a set of hypotheses necessary to further investigate the possible relationships between variables analysed during the study commissioned by the Ministry, which include some of the demographic characteristics of Polish teachers in regard to their attitudes towards those competences. Although this is not the first endeavour in research on education to develop such a set of competences, the added value of this particular study is the acceptance and implementation of the research findings as a national benchmark in the Polish national education system. The results are of value to both teachers and teacher educators, and we position our research as Translational Research, attempting to bridge the gap between basic research and the world of practice, which involves teachers, as well as school and system-level leaders.
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发展学校的创新能力。实用的视角
本文认为,创新能力的发展应该在国家教育课程中发挥更正式的作用。作者根据文献综述和专家咨询,结合波兰发展部委托进行的一项全国性研究的实证结果,制定了一份18项能力清单。该研究的主要目的是就波兰国家教育系统改革提出一系列措施和建议。根据该研究的大量实证数据,作者提出了一套必要的假设,以进一步调查教育部委托进行的研究中分析的变量之间的可能关系,其中包括波兰教师对这些能力态度的一些人口特征。尽管这不是教育研究中第一次努力培养这样一套能力,但这项特殊研究的附加值是接受和实施研究结果,将其作为波兰国家教育系统的国家基准。研究结果对教师和教师教育工作者都有价值,我们将我们的研究定位为转化研究,试图弥合基础研究与实践世界之间的差距,实践世界涉及教师、学校和系统级领导。
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