ESECB - Artigos em revistas com arbitragem científica
Permanent URI for this collection
Browse
Browsing ESECB - Artigos em revistas com arbitragem científica by Author "Afonso, Paulo"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
- Are students and teachers ready for Bologna? A pedagogical project in a tourism coursePublication . Ferreira, Ana Vaz; Ramos, George; Cruchinho, Alexandra; Delgado, F.M.G.; Pereira, Paula; Sapeta, Paula; Afonso, PauloThe implementation of the Bologna process in higher education leads to rethinking the teaching-learning assumptions. Higher education today is focused on curricula, teaching-learning processes, subjects and course programmes attending to European credits system, teachers’ qualification and training, academic success and scholar results, performance standards, assessment of institutions, assessment of skills (and not merely knowledge). In 2010 a project (Construction of Learning | ConstAp) was developed in the Polytechnic Institute of Castelo Branco, Portugal. The main goal was to motivate the adoption of changes concerning classroom methodologies and students’ autonomous workload guidance in the scope of the Bologna process implementation. This paper presents a proposal of pedagogical intervention to deal with the mentioned objectives, a project applied in a specific tourism course. The paper presents the first results collected regarding the project’s implementation and seeks to impart a methodology that can be applied to similar courses.
- Implementação de novas práticas pedagógicas no ensino superiorPublication . Ferreira, Ana Vaz; Delgado, F.M.G.; Afonso, Paulo; Cruchinho, Alexandra; Pereira, Paula; Sapeta, Paula; Ramos, GeorgeA implementação de paradigmas no Ensino Superior resultantes da introdução do Processo de Bolonha abre portas para a renovação. A qualidade passa pela revisão dos curricula, pela reorganização dos processos de ensino-aprendizagem, pela estruturação das unidades curriculares e cursos, pela qualificação e formação de docentes, pelo sucesso e resultados escolares, pela avaliação das competências atingidas e pela confiança social no ensino superior. Em 2010 foi delineado o Projeto “Construção da Aprendizagem” /ConstAp) com o objetivo principal de motivar as mudanças, nomeadamente ao nível das metodologias adotadas e da implementação do trabalho autónomo, para garantir uma carga de trabalho do estudante contínua ao longo do semestre. A questão central é a melhoria da qualidade no ensino ministrado. Este artigo analisa a execução do projeto implementado no IPCB, desde o ano letivo 2009/10, no âmbito do processo de Bolonha, contextualizando os seus objetivos, implementação e condicionantes.
- Pedagogical changes towards the implementation of the Bologna Process: indicators’ structure of measurementPublication . Ferreira, Ana Vaz; Afonso, Paulo; Cruchinho, Alexandra; Delgado, F.M.G.; Ramos, George; Sapeta, PaulaThe transition into the twenty-first century brought about important changes in society, including the areas of education and teaching. The establishment of the European Higher Education Area represents an effort to face these changes together in Europe. The changes in the teaching and learning models in higher education led to the institutional promotion of extensive interventions in order to alter the status quo that has prevailed for decades. The need for a cultural renewal of the teaching staff involved in higher education, attending to the centrality of student’s learning rather than knowledge per se, is also a challenge to be overcome. This study intends to highlight the central elements concerning the Bologna Process and the topics connecting the objec- tives and their intrinsic principles. This initial approach is the basis for the design of a proposal for monitoring the implementation of the Bologna Process in an institution of higher education in Portugal. The results suggest a proposal consistent with the needs in terms of monitoring the implementation of the Bologna Process. This proposal allows, in addition to static analysis relative to a specific academic year, dynamic analysis between academic years, uncovering best practices and areas for improvement.