Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context: Reflections on the Portuguese case
This article draws on empirical work and reflections on initial teacher education after the implementation of the Bologna process in Portugal in 2008/2009. It focuses on issues of knowledge and competences developed under the new legal framework, particularly as far as the research component is con...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Oslo and Akershus University College of Applied Sciences
2020-03-01
|
| Series: | Nordic Journal of Comparative and International Education |
| Subjects: | |
| Online Access: | http://ojs-test.hioa.no/index.php/nordiccie/article/view/3777 |
| Summary: | This article draws on empirical work and reflections on initial teacher education after the implementation of the Bologna process in Portugal in 2008/2009. 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 ITE and to reinforce the link between theory and practice and between research and teaching were at the forefront of the restructuring process at the University of Minho. The paper concludes with a summary of the positive aspects of the model and issues that deserve further attention.
|
|---|---|
| ISSN: | 2535-4051 |