scholarly journals COMPETENCIAS PROFESIONALES DEL TUTOR DEL TRABAJO FIN DE GRADO

2016 ◽  
Vol 4 (1) ◽  
pp. 329 ◽  
Author(s):  
Ruth Pinedo González
Keyword(s):  
Higher Education ◽  
Teaching Styles ◽  
Three Dimensional ◽  
Assessment Instruments ◽  
European Higher Education Area ◽  
Criterion System ◽  
Pedagogical Competence ◽  
European Higher Education ◽  
Competencias Profesionales ◽  
Formación Docente

Abstract.Professional competences of the Degree Dissertation tutor. The present research tries to get two objectives. First, it tries to analyse quantitatively the bibliographic references concerning the competences of the professor as tutor of the Degree Dissertation in European Higher Education Area (EHEA). Second, it tries to determine the competences profile of the professor as tutor in the EHEA by means of content analysis of the bibliographic references. From the screening of a sample of bibliographic references (N=305), it has been assumed a three-dimensional descriptive model: Personal competence, Pedagogical competence and methodological competence. The empirical approach of competences profile of the tutor of the Degree Dissertation would enable to develop a criterion system more unified, which would lead to the construction of assessment instruments and procedures more valid and reliable in teacher training.Keywords: Teaching styles, European Higher Education Area, teaching competences, tutor of the degree dissertationResumen.La presente investigación trata, en primer lugar, de analizar cuantitativamente la bibliografía existente sobe las competencias del profesor de universidad y tutor de Trabajos de Fin de Grado (TFG). En segundo lugar, se determinará el perfil competencial del profesor-tutor del TFG en la Enseñanza Universitaria del Espacio Europeo de Educación Superior (EEES) a parir del análisis de contenido de la bibliografía consultada. Se ha obtenido un total de N=305 referencias bibliográficas, de las cuales se ha analizado una muestra N=32. Del análisis de contenido de la muestra se ha inferido un modelo descriptivo tridimensional compuesto por Competencias personales, Competencias Pedagógicas y Competencias Técnico-Metodológicas. La aproximación empírica del perfil competencial del Tutor de TFG posibilitaría desarrollar un sistema criterial más unificado, que llevaría a la construcción de instrumentos de evaluación y procedimientos de formación docente más válidos y fiables.Palabras Clave: Estilos de enseñanza, EEES, Competencias docentes, Tutor del Trabajo Fin de Grado.

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

THE APPRENTICESHIP IN CRAFT GUILDS IN PREINDUSTRIAL EUROPE: A MODEL FOR ENGINEERING EDUCATION IN THE EUROPEAN HIGHER EDUCATION AREA

10.6036/9821 ◽  
2021 ◽  
Vol 96 (5) ◽  
pp. 460-463
Author(s):  
OSCAR MARTIN LLORENTE
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Learning By Doing ◽  
Term Survival ◽  
European Higher Education Area ◽  
Educational Methods ◽  
Apprenticeship Learning ◽  
European Higher Education ◽  
Craft Guilds

This work aims to carry out a comparative study between the apprenticeship system in the craft guilds in preindustrial Europe and the educational methods used in the European Higher Education Area (EHEA), with the aim of highlighting the role, within the field of engineering education in the EHEA, of the practice-driven approach (learning by doing), which yielded excellent results during centuries to craft guilds, since their institutionalized apprenticeship system was one of the reasons for their long-term survival. The transmission of technical skills and associated innovation were effectively supported by craft guilds but not as a main objective and even, sometimes, as a cause of undesired effects (formation of future competitors, revelation of secrets or shift of control over the production process from the owners of skills to the owners of capital. It has been demonstrated that both the organizational modalities or scenarios and the educational methods of the EHEA (except the binomial scenario-method formed by the theoretical class and the master lecture) used in engineering education, have a clear precedent in the preindustrial craft guilds, which emphasize the learning process instead of the teaching process and established, several centuries in advance and without intending to, a model for the EHEA. Keywords: Craft guilds; Apprenticeship; Learning by doing; Engineering education; EEES

scholarly journals ICT skills gap in Spain: Before and after a decade of harmonizing the European Higher Education Area

2019 ◽  
Vol 27 (4) ◽  
pp. 934-942
Author(s):  
Ariadna Llorens Garcia ◽  
Joana d’Arc Prat Farran ◽  
Jasmina Berbegal‐Mirabent
Keyword(s):  
Higher Education ◽  
Skills Gap ◽  
European Higher Education Area ◽  
Ict Skills ◽  
Before And After ◽  
European Higher Education

scholarly journals Curriculum at the interface: The European Higher Education Area and Copenhagen Business School

2017 ◽  
Vol 2017 (1) ◽  
pp. 13651
Author(s):  
Charles Thomas Tackney ◽  
Mette Zoelner ◽  
Vibeke Ankersborg ◽  
Magali Gravier ◽  
Dorte Madsen ◽  
...  
Keyword(s):  
Higher Education ◽  
Business School ◽  
European Higher Education Area ◽  
Copenhagen Business School ◽  
European Higher Education

scholarly journals Implementation of Student-Centred Education Principles in a Master’s Study Programme: An Exploration of the Experience of Academic Staff

2021 ◽  
Author(s):  
Sanita Baranova ◽  
◽  
Baiba Kaļķe
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Academic Staff ◽  
Relevant Literature ◽  
Well Being ◽  
European Higher Education Area ◽  
Standards And Guidelines ◽  
European Higher Education ◽  
Study Process ◽  
Common Understanding

The paradigm shift in higher education pedagogy and policy has been a subject of discussion for 30 years, during which time the emphasis has been placed on the transition to student-centred education. The implementation of this approach requires the democratisation of the study process and a shift towards performance-based outcomes, thus promoting students’ research capacities, well-being, personal growth, and quality of life. The most important document on the subject, which was developed in collaboration with the leading organisations of the Bologna Process, is the Standards and Guidelines for Quality Assurance in the European Higher Education Area. This describes the common understanding of student-centred learning, teaching, and assessment. The standards and guidelines are also incorporated into the Latvian higher education quality assurance regulations. The authors of the present study are involved in the development and approbation of a new master’s study program, in which special attention is paid to the implementation of the principles of student-centred education. The central aim of the present study was to study the experience of lecturers in the implementation of the principles of student-centred education in the programme. The relevant literature and documents were surveyed and data from questionnaires (distributed to programme participants) were analysed. Using the Standards and Guidelines for Quality Assurance in the European Higher Education Area and the Science, Technology Development and Innovation Guidelines 2021−2027 approved by the Latvian Ministry of Education and Science, the present study sets out 10 basic principles of student-centred education. A survey was created for lecturers who are implementing the newly created master’s programme over one semester. Seventeen lecturers participated. The analysis of the questionnaire results indicated that promoting mutual respect in student−academic staff relations and students’ active engagement in the study process were considered to be the most important principles. The results also revealed that lecturers applied every student−centred principle, but it is necessary to promote a common understanding by developing a mechanism for evaluating them and to improve the competence of teachers in implementing them.

scholarly journals Using Wikipedia as a classroom tool — a translation experience

2018 ◽  
Author(s):  
Robert Martínez Carrasco
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Classroom Experience ◽  
European Higher Education Area ◽  
Teaching Innovation ◽  
Reverse Translation ◽  
Innovation Project ◽  
European Higher Education

This paper presents a classroom experience regarding the use of Wikipedia in a teaching innovation project carried out between Jaume I University and Wikimedia Spain. Framed in the current post-postivist climate within the European Higher Education Area (EHEA), Wikipedia will be presented as an inter-disciplinary tool with a relevant number of classroom applications, reflecting how meaningful learning experiences based on collaborative work and authentic project-based tasks lead to better understanding and higher levels of motivation among the students. In the particular case of translation education, it will be argued that using Wikipedia in the course of the reverse translation modules allows the students to gain a deeper insight of its linguistic and discursive structures, as well as the critical/exegetic skills they need in order to assess the kind of texts with which they are commissioned, and the special discursive techniques associated to the translation task.

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