Final Report Pilot Project - Relaciones Internacionales de la ...

Recommendations

Info

curricular studies / teaching practice) to which extent, with which aims and contents as well as organizational formats? —Which evidence is available for the effectiveness of different models of teacher education? —How well is a science for teaching / for the teaching profession developed? —How would it be possible to define coherent modules for teacher education studies? —How could modules be made comparable in order to allow a cross - European accreditation and transfer of modules? —A final question: How can research be implemented into programs of study and modules of teacher education? How necessary is a comparative in-depth study of educational sciences studies? Work done yet within the Tuning project has brought about very valuable information on different structures of study programs in educational sciences. This information may supplement items of work produced by the Thematic Network of Teacher Education in Europe or the European Network on Teacher Education Policies. However, descriptions at a structural level on one hand and a definition of requirements for (teacher education) reform have to be supplemented by more accurate information on the current state of education studies and teacher education in the different Member States of the European Union. Making next steps towards a European Education Space and a European Credit Accumulation System seem to require as one of the many necessary conditions information on the recent state of education studies and teacher education studies. Against this background this paper suggests as a next in the Tuning project a comparative in - depth study on programs of educational science studies in the Member States of the European Union. This study should provide a detailed overview and critical analysis of programs for educational- and teacher education studies (e.g. aims, contents, assessment/evaluation, learning cultures, models and structures, principles of governance). This study should be seen complementary to work on teacher education programs started already by EURYDICE in 2001. As a result, components common to most (all) as well as differences in the programs could be made more explicit. The outcomes of this study could then form the basis for the development of programs of study 135
and/or modules that could meet the expectations of the Bologna process, the Tuning project, and the education community (e.g. definition of some «common core elements» as a basis for developing «European» modules within a European Credit Accumulation System). Education Sciences Subject Area Group: Lars Gunnarsson, Friedrich Buchberger, Joost Lowyck, Iris Mortag, Søren Ehlers, María José Bezanilla, Tuula Asunta, Marie-Françoise Fave-Bonnet, Yorgos Stamelos, Andreas Vassilopoulos, Sheelagh Drudy, Giunio Luzzatto, Tone Skinningsrud, Nilza Costa, Maria Estela Martins, and Arlene Gilpin. Prepared by Friedrich Buchberger. 136
Page 1 and 2:
Final Report Pilot Project - Phase
Page 4 and 5:
Tuning Educational Structures in Eu
Page 6 and 7:
List of Participants Joint General
Page 8 and 9:
—Universität Göttingen - Matthi
Page 10 and 11:
—Universitá degli Studi di Bolog
Page 12 and 13:
Map of the Tuning Member Institutio
Page 14 and 15:
Content PART ONE Preliminary Remark
Page 16:
PART ONE
Page 19 and 20:
generous financial support but also
Page 21 and 22:
Transfer and Accumulation System (E
Page 23 and 24:
By learning outcomes we mean the se
Page 25 and 26:
—To create European networks able
Page 27 and 28:
The provision of reference points a
Page 29 and 30:
transmission of knowledge. Elements
Page 31 and 32:
enhancement of mobility, not only o
Page 33 and 34:
of a second language, ability to co
Page 35 and 36:
—show understanding and implement
Page 37 and 38:
study. As part of this phase each o
Page 39 and 40:
does not imply that it is not possi
Page 41 and 42:
academics the opportunity to exchan
Page 43 and 44:
elationship between educational str
Page 45 and 46:
—ECTS as a Europe-wide accumulati
Page 47 and 48:
outside the framework of a programm
Page 49 and 50:
If the aims of Universities come to
Page 52 and 53:
General Conclusions and Recommendat
Page 54:
subject areas. Because of these rea
Page 58:
LINE 1 Generic Competences
Page 61 and 62:
consultations are important. It fur
Page 63 and 64:
organization of learning. Each of t
Page 65 and 66:
In fact, the relationship between r
Page 67 and 68:
5.1. The objectives The objectives
Page 69 and 70:
eformulation, these general skills
Page 71 and 72:
In April, 2001 a draft of the first
Page 73 and 74:
74 —Questionnaire for Graduates:
Page 75 and 76:
I M P O R T A N C E Concentration +
Page 77 and 78:
The aim of both questionnaires was,
Page 79 and 80:
error of any estimate produced. The
Page 81 and 82:
all items were again calculated usi
Page 83 and 84: Graduates Employers Label Descripti
Page 85 and 86: ACADEMICS The academics were asked
Page 87 and 88: The most striking difference is tha
Page 89 and 90: skills in the definition and develo
Page 91 and 92: 92 subject-related competences for
Page 93 and 94: —However, in relation to the issu
Page 95 and 96: GOLDSTEIN, H. and SPIEGELHALTER, D.
Page 97 and 98: THE QUALITY ASSURANCE AGENCY FOR HI
Page 100 and 101: Business Subject Area Group: Subjec
Page 102 and 103: Knowledge Acquisition and Widening
Page 104 and 105: Module Cycle First First Second Sec
Page 106 and 107: Module Cycle First First Second Sec
Page 108 and 109: Examples Modules: Knowledge deepeni
Page 110 and 111: Chemistry Subject Area Group: The C
Page 112 and 113: It must be made clear at the outset
Page 114 and 115: —The structural features of chemi
Page 116 and 117: probably requiring 15 credits. Thus
Page 118 and 119: large proportion of his studies on
Page 120 and 121: Attainment Level a (highest): —Kn
Page 122: the framework necessary to provide
Page 125 and 126: A second preliminary remark will re
Page 127 and 128: —teaching/learning material, and
Page 129 and 130: Against this background and followi
Page 131 and 132: Despite the many differences specif
Page 133: As regards secondary level teacher
Page 137 and 138: The only possible aim to agree on a
Page 139 and 140: 2. Programmes, knowledge and skills
Page 141 and 142: investigations for civil engineerin
Page 143 and 144: —collecting, recording and analys
Page 145 and 146: 4. Performance levels In this secti
Page 147 and 148: eceive a History degree. (In some c
Page 149 and 150: —The group underlines particularl
Page 151 and 152: obvious that the first principle is
Page 153 and 154: or broader world history. Mapping t
Page 155 and 156: ANNEX 1 Proposed Formulation in gen
Page 157 and 158: ANNEX 2 List of Subject Specific Sk
Page 160 and 161: Mathematics Subject Area Group: Tow
Page 162 and 163: a) He/she will be legally recognise
Page 164 and 165: —a list of contents; —a list of
Page 166 and 167: knowledge will commonly be designed
Page 168: 5. A common framework and the Bolog
Page 171 and 172: Physics Network. They relied on som
Page 173 and 174: The rating values can be ordered in
Page 175 and 176: Table 3 Competences ordered by impo
Page 177 and 178: attitude is confirmed by the result
Page 179 and 180: Table 4 Competences ordered by «ga
Page 181 and 182: oth physics degrees. It is a kind o
Page 183 and 184: 2 puzzling aspects, related to some
Page 185 and 186:
elow), the final year thesis work,
Page 187 and 188:
connection, the Socrates Thematic N
Page 189 and 190:
Of course the core content can be f
Page 191 and 192:
192 Table 2 Correspondence between
Page 193 and 194:
Some further clarifying remarks are
Page 195 and 196:
The main point here is that the com
Page 197 and 198:
In Fig. 3 we present the common cre
Page 199 and 200:
FIRST CYCLE (BACHELORS) FIRST and S
Page 201 and 202:
ANNEX II The Common Core Content of
Page 203 and 204:
BASIC UNITS UNITS CHARACTERISING TH
Page 205 and 206:
A first general remark concerns the
Page 207 and 208:
involved cycle. These latter number
Page 209 and 210:
enough there are no great differenc
Page 212:
Line 3 New Perspectives on ECTS as
Page 215 and 216:
functions, is necessary. Together w
Page 217 and 218:
—Allow transference with other no
Page 219 and 220:
statements that provide a general g
Page 221 and 222:
PRAGUE COMMUNIQUÉ (2001). Prague C
Page 223 and 224:
224 importance of a subject or the
Page 225 and 226:
0. Introduction This paper aims to
Page 227 and 228:
1.2. Relative and absolute value of
Page 229 and 230:
e included in their own degree prog
Page 231 and 232:
misunderstanding occurred about the
Page 233 and 234:
The subject related theoretical and
Page 235 and 236:
In any kind of system, modular or n
Page 237 and 238:
pre-condition for such a European w
Page 239 and 240:
learning time is the number of hour
Page 241 and 242:
25 to 30 hours of student workload.
Page 243 and 244:
from institution to institution and
Page 245 and 246:
for today’s student. It implies t
Page 247 and 248:
the Tuning project that if the next
Page 249 and 250:
—The difference in terms of the t
Page 252:
Glossary, WWW Goldmine and Appendix
Page 255 and 256:
Comprehensive exam ASSESSMENT of th
Page 257 and 258:
THESIS. It is generally referred to
Page 259 and 260:
Mark Any numerical or qualitative s
Page 261 and 262:
Workload All learning activities re
Page 263 and 264:
— European Network for Quality As
Page 265 and 266:
— Big Business und Big Bang. Beru
Page 267 and 268:
Newsletter — Education and Cultur
Page 270:
Appendix I Questionnaires used
Page 273 and 274:
6. Do you feel that the education y
Page 275 and 276:
Level to which Skill/Competence Imp
Page 277 and 278:
Questionnaire for academics Ranking
Page 279 and 280:
Business Questionnaire for academic
Page 281 and 282:
Chemistry Questionnaire for academi
Page 283 and 284:
Specific Competences 26. Study skil
Page 285 and 286:
Specific Competences Importance Imp
Page 287 and 288:
Specific Competences 14. Receiving
Page 289 and 290:
Specific Competences 34. Ability to
Page 291 and 292:
Mathematics Questionnaire for acade
Page 293 and 294:
Physics Questionnaire for academics
Page 295 and 296:
Specific Competences 55. Be able to
Page 298:
Appendix II Length of Studies
Page 301 and 302:
Length in terms of Set up of progra
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
show all

Final Report Pilot Project - Relaciones Internacionales de la ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?