Key lifelong competences
exploring EFL teachers’ perceptions and challenges in Greek state schools
DOI:
https://doi.org/10.31686/ijier.vol12.iss3.4195
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Keywords:
Key competences, EFL curriculum, Teachers, Perceptions, Integration of competences, State schools, GreeceAbstract
The study aims to explore the familiarity of EFL teachers with the concept of key lifelong competences and examines their preparedness in integrating them in their classes in Greek schools.
Quantitative research was carried out using a questionnaire (N=95) comprising in total 15 questions and exploring aspects such as the EFL teachers’ perceptions of the FL curriculum, their familiarity with the concept of key competences and their preparedness to integrate them in their teaching practice along with potential barriers they face and solutions in coping with them. The data from the questionnaire was processed using descriptive and inferential statistics and revealed that almost half of the teachers are aware of the term competence and to a considerable extent prepared to integrate key competences in their teaching context. The EFL teachers are adequately aware of multilingual competence and are highly prepared to integrate it in their classes, given the distinct emphasis placed on multilingualism in Greece. On the contrary, competences such as entrepreneurship, and citizenship are the least known to teachers. It should be noted that the EFL teachers identify barriers in implementing all competences which indicates that focused training on promoting a gradual complete immersion of the entire educational system in the principles of key competences should be considered.
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