Promote Learning to Learn competence

an interview tool for teachers

Abstract

Definitions and measurement of Learning to Learn (L2L) proliferate in educational policy documents and pedagogical research, confirming the complex and transversal nature of this competence. It is more critical to identify tools that investigate teaching methods, projects or paths aimed at supporting Learning to Learn while examining and identifying the connotative traits of these practices, and testing forms to promote it in ordinary school activities. This paper presents phases and rationale for the construction of an interview protocol aimed at detecting teachers' perceptions and practices with respect to L2L. The objective here is to share a representation of the construct capable of comprising and operationalizing key traceable dimensions and functions of the  L2L competence as they emerge in practices implemented and actionable in the developmental age.