Developing innovation competences in schools. A practical perspective

• Authors: Jan Fazlagić , Mirosława Kaczmarek , Cornelia Connolly

Abstracts

EN

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.

Keywords

EN

innovation competences; innovation development; education system; teacher development; Translational Research

• Publisher: Szkoła Główna Handlowa w Warszawie
• Journal: e-mentor
• Year: 2022
• Volume: 96
• Issue: 4
• Pages: 60-69

Dates

published

2022

Contributors

author

Jan Fazlagić

• Poznan University of Economics and Business, Poland

• https://orcid.org/0000000319682163

author

Mirosława Kaczmarek

• Poznan University of Economics and Business, Poland

• https://orcid.org/0000000238446310

author

Cornelia Connolly

• School of Education, University of Galway, Ireland

• https://orcid.org/0000000197785569

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Identifiers

DOI

10.15219/em96.1578

Biblioteka Nauki

2143660