prof. Renata Marciniak,
Warsaw University of Technology Business School (Poland) / Euncet University Business School in Terrassa (Spain).
Renata Marciniak is a professor accredited by The National Agency for Quality Assessment and Accreditation of Spain (ANECA) and by Catalan University Quality Assurance Agency, AQU Catalunya,
She holds a PhD in Education from the Autonomous University of Barcelona (UAB). She also holds a PhD in Economics and Management from the University of Economics in Cracow (Poland). She was a professor at different Polish, Mexican and Spanish universities. Currently, she is a collaborating professor at the Warsaw University of Technology Business School (Poland) and Euncet University Business School in Terrassa (Spain). She is the author of several books about digital learning and she has published a number of articles in high impact journals (including JCR – Journal Citation Reports) about the understanding of the quality of digital learning. She is also the co-author of Polish Standards for Online Learning Services. She participated as a speaker in several international congresses and conferences, as well as in several international research projects related to digital learning. She is a member of scientific international associations and organizations. Her research interests include management in digital education, e-learning technologies and quality of digital higher education.
Teacher competences in the digital age
The great technological transformations and the new ways of conceiving teaching and learning raise the need to rethink the meaning and nature of the teaching profession. In this scenario, educational research has focused on knowing what skills teachers need to successfully face the new professional challenges of the digital age. Among the competencies that the teacher must have and develop to carry out the educational process, indicated by several authors, we find digital, didactic, pedagogical, communicative, linguistic, psychological, planning and e-learning design competencies, evaluation, design of teaching materials, responsibility, research, innovation, tutorial, moral (ethical). At this point the question arises as to whether today, in order to guarantee the correct performance of the teaching-learning process, it is necessary for all teachers to have all these skills. For now this question remains open, however, it is necessary to establish minimum standards for all teachers. This minimum must undoubtedly include digital and didactic skills. During the presentation, these two types of competences will be discussed, as well as the methods for their development and assessment, and examples of their use in teaching practice will be presented.
Daliborka Luketić, Ph.D.
Assistant Professor, University of Zadar, Department of Pedagogy, Croatia
Daliborka Luketić received her Ph.D. in Educational Sciences from University of Zagreb, Faculty of Humanities and Social Sciences in 2013. The title of doctoral dissertation was ˝Development of Entrepreneurial Competence within Curriculum Changes in Education˝. Her area of professional and scientific interest is related to contemporary topics of education, such as the acquisition of professional competencies, curriculum design in education, education of teachers and other education professionals, and the development of methodological and research procedures in pedagogical research. The narrower area of scientific interest is related to the specific area of education for entrepreneurship and the development of entrepreneurial competence of children and youth.
She teaches courses at all levels of undergraduate (Methodology of quantitative and qualitative research in education, Pedagogical perspective of the international education), graduate (Theories of education in practice, Entrepreneurship in education context) and postgraduate professional study program in educational leadership (Pedagogical leadership, School culture, Entrepreneurial competencies in the education system) and doctoral study programme in the field of pedagogy (different research methodology courses).
In addition to teaching work, her scientific-research and professional engagement is related to work on a total of 17 international and domestic scientific-professional projects. Years of scientific research has resulted in authorship and co-authorship in a number of scientific and professional papers published in relevant journals and publications, and some of these papers have been successfully presented at domestic and international scientific and professional conferences. Through her professional work she strives to contribute to the popularization of science and professional affirmation of the pedagogical profession in the domestic and European context.
Entrepreneurship Education and Entrepreneurial Competence: From Policy to Pedagogy State of Play
Entrepreneurship education is determined by the social and educational values of entrepreneurship and its placement in the basic requirements for the realisation of lifelong learning. Entrepreneurship today is both the educational goal and the expected outcome of modern education. Entrepreneurship, entrepreneurship education, and entrepreneurial competence development are current theoretical, empirical, and practical concepts as well as policy terms that are increasingly conceptualized in educational discourse. Entrepreneurship as a personality trait and the development of entrepreneurial competence are becoming a desirable characteristic and expectation in the competence profile of all carriers of educational activities.
It was noted that the theoretical foundation of this concept in educational science (science of pedagogy) is insufficient. Although entrepreneurship is not an original pedagogical concept, it is widely used in educational practice today. In particular, it is becoming part of the national curricula of European countries through its inclusion in the core competencies. Understanding entrepreneurship is key to its high-quality implementation in pedagogical practice. Along the way, there are certain contradictions that arise, on the one hand, from the uncritical adoption of the determinants of educational policy and the neglect of the relevance of pedagogical theory a priori.
In her presentation, the author will give a brief policy review of the concept of entrepreneurship education and entrepreneurial competence, in order to address some valuable and targeted controversies through a conceptual-theoretical analysis of entrepreneurship education and to consider its emancipatory and affirmative value in the educational process. The goal of this presentation is to provide a critical overview of the development of entrepreneurship as a political and pedagogical concept by showing how the development of entrepreneurship as a modern competency is largely based on pedagogical theory, even if this is not obvious at first. In an attempt to answer the question of what entrepreneurial competence is, some key challenges inherent in its development and pedagogical design are highlighted.