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

Reflections on the Portuguese case

Authors

  • Maria A. Flores University of Minho

DOI:

https://doi.org/10.7577/njcie.3777

Keywords:

Initial teacher education, Knowledge, Competence, Practicum, Research stance

Abstract

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.

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Published

2020-12-29

How to Cite

Flores, M. A. (2020). Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context: Reflections on the Portuguese case. Nordic Journal of Comparative and International Education (NJCIE), 4(3-4), 90–104. https://doi.org/10.7577/njcie.3777

Issue

Vol. 4 No. 3-4 (2020): Perspectives on teachers’ transdisciplinary professional competence

Section

Articles

License

Copyright (c) 2020 Maria A. Flores

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