Fostering pupils’ lifelong learning competencies in the classroom: evaluation of a training programme using a multivariate multilevel growth curve approach

Abstract

Evidence-based interventions to promote lifelong learning are needed not only in continuing education but also in schools, which lay important cornerstones for lifelong learning. The present article reports evaluation results about the effectiveness of one such training programme (TALK). TALK aims to systematically implement the enhancement of lifelong learning in secondary schools by optimizing teaching in terms of developing pupils’ competencies for lifelong learning. TALK is conducted within the framework of a three-semester course of studies for secondary school teachers. In order to evaluate the effectiveness of TALK, a questionnaire study with 1144 pupils was conducted in the form of a pretest–posttest–posttest design for both training and control groups. Multivariate multilevel growth curve analyses showed the benefit of TALK in terms of both pupils’ perceptions of classroom instructions and their individual motivation. Finally, TALK’s contribution to promote lifelong learning in schools is discussed and implications are given.

Keywords:

• Lifelong learning
• motivation
• self-regulated learning
• teacher education programme
• evidence-based
• self-efficacy

Acknowledgement

This research was supported by grants from the Austrian Federal Ministry for Education, Arts and Culture (bm:ukk). Rens van de Schoot served as an advisor on this project and assisted with the data analyses in Mplus.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Training programme to foster teacher competencies to encourage lifelong learning—translation of the German title: Trainingsprogramm zum Aufbau von LehrerInnenkompetenzen zur Förderung von Lebenslangem Lernen.

2. The TARGET framework consists of six instructional strategies or dimensions (Task, Authority, Recognition, Grouping arrangements, Evaluation practices, Time allocation) with which a mastery goal orientation can be fostered in classrooms. These six instructional dimensions are assumed to overlap and interact.

Additional information

Funding

This work was supported by grants from the Austrian Federal Ministry for Education, Arts and Culture (bm:ukk). Rens van de Schoot served as an advisor on this project and assisted with the data analyses in Mplus.