scholarly journals Theory, Practice and Competences in the Study of Pedagogy – Views of Ljubljana and Belgrade University Teachers

2015 ◽  
Vol 5 (2) ◽  
pp. 35-55
Author(s):  
Klara Skubic Ermenc ◽  
Nataša Živković Vujisić ◽  
Vera Spasenović
Keyword(s):  
Bologna Process ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Main Research ◽  
University Teachers ◽  
Previous Decade ◽  
Pedagogical Theory ◽  
The University ◽  
The Bologna Process ◽  
The Relationship

Over the previous decade, higher education in Slovenia and Serbia has undergone considerable reforms, influenced by the Bologna process and its agenda of competence and learning outcomes. In the context of these reforms, the aim of this research is to consider the question of the relationship between the theoretical and the practical education of pedagoguesat the university level. Eleven university professors from departments of pedagogy and andragogy at the universities of Ljubljana and Belgrade were interviewed. The semi-structured interviews focused on two main research questions: 1) how they understand the relationship between pedagogical theory and practice, and the identity of pedagogy as a science in that context, and 2) their opinion about the competence-based  approach in the context of the study of pedagogy. The findings show that the majority of the interviewed university teachers hold an opinion that pedagogy is primarily a theoretical (reflective) science and, accordingly, that the mastery of theory is crucial for the development of pedagogues’ competences. Furthermore, most of them are rather reserved and critical of the competence approach as well as of the practical skills development. Although there are some differences in opinions between the professors from Ljubljana and Belgrade, this study shows that similar discourses prevail. The gap between pedagogical theory and practice is one of the major issues that have been current in pedagogical science in the recent decades. The findings of our research indicate that there is dissatisfaction with the relationship between modern pedagogical theory and practice, accompanied by the need for its reconceptualization. 

scholarly journals The Bologna process: a study about teachers' perception of their new role and its consequences

2016 ◽  
Author(s):  
María Dolores Lagoa-Varela ◽  
Begoña Alvarez García ◽  
Lucía Boedo Vilabella
Keyword(s):  
New Technologies ◽  
Teaching Style ◽  
Bologna Process ◽  
University System ◽  
University Teachers ◽  
Professional Characteristics ◽  
New Methodologies ◽  
The One ◽  
The University ◽  
The Bologna Process

In the last twenty-five years many changes have taken place in the Spanish University system and, as a consequence, the university lecturer’s role has evolved and a new teaching style prevails. The present paper focuses on University teachers of Economics and Business. It explores the teachers’ perception about the new methodologies that they have implemented, the extent to which the process of change has modified their way of working and, finally, the benefits and drawbacks encountered. Moreover, we examine whether differences of opinion arise depending on the distinct personal and professional characteristics of each teacher. The results reveal that most of the methodological changes undergone by the teachers stem more from the new profile of their students than by regulatory obligations. There is a unanimous opinion that the time and effort dedicated to teaching is now notably greater and that it is necessary to develop a rigorous system of teaching evaluation. In addition, two clear aspects can be observed: on the one hand, staff with a wider experience has carried out more changes and uses new technologies to a greater extent, and, on the other hand, the use and promotion of English in class is still a crucial issue.

scholarly journals University Teachers’ Conceptions of What University Is: Implications for the Future of Higher Education

2021 ◽  
Author(s):  
Elisa Chaleta
Keyword(s):  
New Technologies ◽  
Bologna Process ◽  
Research Management ◽  
Professional Activity ◽  
University Teachers ◽  
Diffusion Of Knowledge ◽  
University Life ◽  
Phenomenographic Study ◽  
The University ◽  
The Bologna Process

This chapter presents the perception of university teachers about the university, the most recent changes and how they have influenced their activity. The phenomenographic study was conducted with 10 university teachers, nine females and one male with more than 15 years of professional activity. The perception of the university emerges, in the teachers’ voice, focused on the description of its mission, namely as a context for the production and diffusion of knowledge to society, as a space for creative and critical thinking about the world, as an interdisciplinary space and as a system focused on teaching and research. It also includes characteristics related to its structure and functioning, such as the level of hierarchization, bureaucratization, competitiveness, dehumanization and bibliometrics overvaluation. Regarding the perceived changes, they are related to the structural reforms resulting from the Bologna Process, diverse student populations, research and internationalization, new technologies, institutional cooperation, bureaucratization and relationship with the community. Teachers also revealed some dissatisfaction in the way they are experiencing university life due to the overwork resulting from the multiple tasks required in the four activity strands (teaching, research, management and extension) with an impact on quality and innovation, but in line with what the institution demands.

scholarly journals La presencia de la Teología Católica en la Universidad de Murcia dentro del proyecto integrador de Bolonia

2020 ◽  
Vol 38 (2 Jul-Oct) ◽  
pp. 233-250
Author(s):  
Rafael González Martín
Keyword(s):  
Religious Education ◽  
Bologna Process ◽  
Catholic Theology ◽  
Religious Traditions ◽  
Spanish Public Universities ◽  
Faculties Of Education ◽  
The University ◽  
The Bologna Process ◽  
The Relationship ◽  
Carlos Iii

En la actualidad la presencia de la teología católica en las universidades públicas españolas, - independientemente de la enseñanza de teología católica y pedagogía religiosa que se imparte en las facultades de educación dentro de los grados de maestros -, viene marcada por dos presencias muy significativa. Una de ella, viene a través de la creación de una cátedra de teología dentro del marco universitario (Cátedra de Teología en la Universidad de Granada; Cátedra de las Tres Religiones en la Universidad de Valencia; Cátedra de Teología y Ciencias de la Religión “Ignacio Ellacuría” en la Universidad Carlos III de Madrid), cuyo fin es buscar la ocasión de que la teología ofrezca su peculiar luz de conocimiento, partiendo del convencimiento de que los elementos más significativos de la tradición religiosa generan sentido y propuestas que pueden entrar en diálogo honesto con otras disciplinas.La otra presencia es más significativa y viene establecida por la Universidad de Murcia, pues en ella, se reconoce a la teología como una disciplina propia, con materia propia y como consecuencia otorgándose por la universidad a dicho reconocimiento académico una titulación oficial. Esto es como consecuencia de la relación establecida entre el Instituto Teológico de Murcia OFM y Universidad de Murcia.El presente trabajo tiene como objeto presentar la nueva presencia de la teología católica en el marco académico de la Universidad de Murcia como referencia del proyecto integrador de Bolonia. Nowadays the presence of Catholic theology in Spanish public universities, leaving aside Catholic theology and religious education courses taught in the Faculties of Education within the education degrees, is marked by two very significant presences. One of them directly relates to the creation of chairs of theology: the Chair of Theology at the University of Granada, the Chair of the Three Religions at the University of Valencia, and the Chair of Theology and Religious Studies "Ignacio Ellacuría" at the University Carlos III in Madrid. The main purpose of these chairs is to highlight the special way with which theology looks at the production of knowledge, on the assumption that the most significant elements of religious traditions make meaning and generate proposals that may come into an honest dialogue with other disciplines. The other presence is more significant and is implemented at the University of Murcia, which recognizes theology as a discipline itself, with its own contents. Consequently, this university issues official qualifications, a fact that is made possible because of the relationship established between the OFM Theological Institute of Murcia and the University of Murcia. This work intends to explore the new presence of Catholic theology within the academic framework of the University of Murcia in reference to the Bologna Process.

scholarly journals Opponentindlæg: Outi Turpeinen - Recombining ideas from art and cultural history museums in theory and practice

1970 ◽  
pp. 95
Author(s):  
Eija-Maija Kotilainen
Keyword(s):  
Cultural History ◽  
Exhibition Design ◽  
Theory And Practice ◽  
History Museum ◽  
Main Research ◽  
History Museums ◽  
Museum Object ◽  
Museum Exhibitions ◽  
The University ◽  
The Relationship

Outi Turpeinen M.A. defended her doctoral dissertation, entitled “A Meaningful Museum Object. Critical visuality in cultural history museum exhibitions”, in public at the University of Arts and Design in Helsinki, Finland in November 2005. Her thesis examines the relationship between a cultural history museum exhibition and the objects on display. Specifically, it aims at shedding light on the formation of the meaning behind the exhibition. The main research questions are: How are meanings constructed for cultural history museums’ exhibition design? How are meanings represented as visual signs by the exhibition design? How does the relationship between exhibition design and museum objects, especially their visuality, affect interpretation? 

scholarly journals Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context

2020 ◽  
Vol 4 (3-4) ◽  
pp. 90-104
Author(s):  
Maria A. Flores
Keyword(s):  
Teacher Education ◽  
Bologna Process ◽  
Empirical Work ◽  
Legal Framework ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Restructuring Process ◽  
Master Level ◽  
The University ◽  
The Bologna Process

This paper draws on previous empirical work and reflections on initial teacher education after the implementation of the Bologna process in Portugal. It focuses on issues of knowledge and competences developed under the new legal framework, particularly as far as the research component is concerned. As initial teacher education occurs at a Master level, the research dimension was assumed as a key feature of the new model being practicum one of its key distinctive and most innovative elements. The need to enhance the quality of initial teacher education and to reinforce the link between theory and practice and between research and teaching was at the forefront of the restructuring process at the University of Minho, particularly regarding practicum. The paper concludes with a summary of the positive aspects and issues that deserve further attention.

ORGANIZATION OF INTERUNIVERSITY COOPERATION AS ONE OF THE STRATEGIC DIRECTIONS OF INTERNATIONAL ACTIVITIES OF UNIVERSITY

2016 ◽  
Vol 12 (3) ◽  
pp. 50-60
Author(s):  
SVETLANA KOBACHEVSKAYA
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
State Pedagogical ◽  
Current Article ◽  
International Activities ◽  
The University ◽  
The Bologna Process

In the current article, the viewpoints of the Belarusian and foreign scientists and experts on the organization of international cooperation in Higher Education Institutions within the Bologna process are analyzed, the directions of organization of interuniversity cooperation of the university are considered, the experience of Belarusian State Pedagogical University named after Maxim Tank in this direction and the objectives of interuniversity development are defined.

scholarly journals Impact of a teacher development programme on approaches to teaching in higher education

2017 ◽  
Author(s):  
José Luis González-Geraldo ◽  
Fuensanta Monroy
Keyword(s):  
Teacher Development ◽  
Strategic Change ◽  
Bologna Process ◽  
Training Programme ◽  
Approaches To Teaching ◽  
Teaching Development ◽  
La Mancha ◽  
The University ◽  
The Bologna Process ◽  
The Impact

The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers’ approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF). The poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed.

The Value of Information Systems to Small and Medium-Sized Enterprises

2011 ◽  
pp. 1639-1666 ◽  
Author(s):  
Susan J. Winter ◽  
Connie Marie Gaglio ◽  
Hari K. Rajagopalan
Keyword(s):  
Information Systems ◽  
Theory And Practice ◽  
Information And Communications Technology ◽  
Purchase Decisions ◽  
Communications Technology ◽  
Structured Interviews ◽  
The Relationship ◽  
Role Of Information ◽  
Customers Perspective

Small and medium-sized enterprises (SMEs) face more serious challenges to their survival than do larger firms. To succeed, SMEs must establish and maintain credibility in the marketplace to attract the resources required for survival. Most co-opt legitimacy by mimicking the cues that signal credibility to convince potential stakeholders that something stands behind their promises. This research examines the role of information and communications technology (ICT) in legitimacy-building from the perspective of both SME founders and customers. In-depth, semi-structured interviews were conducted in a variety of industries to determine whether the ICT-related legitimacy schema from the customers’ perspective differs substantially from that of firm founders. Results indicate that customers compare the ICT information provided in SME’s sales pitches to pre-existing ICT expectations about the nature of desirable sales transactions. We describe the relationship between violations of ICT expectations, legitimacy, and purchase decisions. Implications for theory and practice are discussed.

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