Compared Education Study: Curriculum Design for the Development of Competences (Tiradentes University -- University of Deusto)

Autor/inn/en	Suñé, Letícia Soares de Vasconcelos Sampaio; Urquiza, Roberto de Armas
Titel	Compared Education Study: Curriculum Design for the Development of Competences (Tiradentes University -- University of Deusto)
Quelle	In: Tuning Journal for Higher Education, 3 (2016) 2, S.319-346 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2340-8170
DOI	10.18543/tjhe-3(2)-2016pp319-346
Schlagwörter	Curriculum Design; Alignment (Education); Comparative Education; Competency Based Education; Learning Theories; Teaching Methods; Learning Processes; Universities; Active Learning; Educational Quality; Foreign Countries; Interdisciplinary Approach; Educational Improvement; Educational Planning; Lesson Plans; Institutional Characteristics; South America; Brazil; Spain + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Vergleichende Erziehungswissenschaft; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; University; Universität; Aktives Lernen; Quality of education; Bildungsqualität; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching improvement; Unterrichtsentwicklung; Bildungsplanung; Lesson planning; Unterrichtsplanung; Südamerika; Brasilien; Spanien
Abstract	A comparative education analysis between the competence-based curriculum deployed at the Deusto University and the Tiradentes University was done. The analysis has focused on the following aspects: Educational theories; Curriculum design; Psycho-pedagogical guidelines; Teaching, learning and evaluation methodologies; Planning of execution; Results/Impacts. The set of information of the Tiradentes University was coming from a pilot project on the implementation of competence-based education, which was conducted by the authors of this article during 2012 and 2013. The data and information from the Deusto University were collected from: reading of institutional and course documents (Administration and Company Direction); Monitoring of classes; and interviews. The results indicated broad convergence of methodologies used and the contribution of both to the improvement of the quality indicators of the courses in these institutions. Moreover, in certain respects each institution has effective contributions of teaching-learning methodologies that can be embraced by the mutual enrichment of competence-based education as practiced by the two universities. (As Provided).
Anmerkungen	University of Deusto. e-mail: tuningjournal@deusto.es; Web site: http://www.tuningjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01