Social and civic competence: A study about andalusian teachers

Abstract

We are currently experiencing times of change and complexity; we live in a globalized world challenging educational centers (Calvo de Mora, 2008). Lifelong learning is a theoretical, political and educational proposal (Puig, Domene y Morales, 2010) that must be present in processes concerning planning and action in educational centers. In the framework of educational changes, the educational process based on competences is emphasized, as well as the concepts, actions and needs of teachers and educational centers regarding this aspect. Competences represent a new approach to the design and development of educational action (Escamilla, 2008; Gimeno, 2008, Marco Stiefel, 2008; Medina, 2009) in order to find a connection between educational processes and the environment (productive, social…). Administrative regulations (EU, 2006 and the developments carried out by competent administrations) are defined as the new points of reference for the activity of educational centers and portray the model of citizen (national, European, international…) that should be achieved. So, in the context of a lifelong learning project (Morales, 2009), an approach to the description of the social and civic competence, as well as to the behavior of educational centers and teachers related to citizenship education is taken. Social and civic competence is one of the competences integrating the new model of European citizen (EU, 2006). The question is what does exactly this competence mean and which elements integrate it? Thanks to a revision of the present literature (norms, regulations, and theoretical approaches) and a Delphi study, we were able to move towards the concept of a glossary that determines it (Knowledge, Skills, Attitudes, Values and Behaviors). This process shows a consensus about the significance of 89 elements regarding the social and civic competence. The questions then are what the teachers’ assessment is, what the importance of these elements concerning the competence is and which the needs with regard to it are then. Educational centers must be conceived as the main axes of new citizens’ education, as well as the main developers of this education connecting agents and environments (Calvo de Mora y Morales, 2008). However, the present question is what do the centers think and need. Thanks to a survey provided via Internet, we have approached the assessments of teachers coming from Andalusian centers (preschool, primary and secondary education) regarding the following issues: Teachers’ engagement in the center, collaborative interactions (with other agents, institutions…), involvement in networks (educational, professional, social), actions and needs (planning, resources, training), as well as social and civic education (conceptualization, actions, and evaluation). To sum up, a series of data providing information about the current situation of Andalsian educational centers, which will allow us to design and suggest new material and resources.