Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context
Reflections on the Portuguese case
DOI:
https://doi.org/10.7577/njcie.3777Keywords:
Initial teacher education, Knowledge, Competence, Practicum, Research stanceAbstract
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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