Quality Assessment for Placement Centres: A Case Study of the University of Barcelona's Faculty of Education

Autor/inn/en	Freixa Niella, Montse; Vilà Baños, Ruth; Rubio Hurtado, M. José
Titel	Quality Assessment for Placement Centres: A Case Study of the University of Barcelona's Faculty of Education
Quelle	In: Assessment & Evaluation in Higher Education, 40 (2015) 2, S.199-217 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2014.898738
Schlagwörter	Quality Assurance; Quality Control; Case Studies; Performance Factors; Questionnaires; Scores; Evaluation Criteria; Benchmarking; Social Work; Bachelors Degrees; Program Validation; Qualitative Research; Statistical Analysis; Internship Programs; Schools of Education; Measurement Techniques; School Surveys; Teacher Surveys; Relevance (Education); Learning Activities; Student Placement; Teacher Student Ratio; Employment Opportunities; Tutors; Teacher Qualifications; Task Analysis; Institutional Characteristics; Foreign Countries; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Qualitätssicherung; Qualitätskontrolle; Case study; Fallstudie; Case Study; Leistungsindikator; Fragebogen; Soziale Arbeit; 'Bachelor''s degrees'; Bachelor-Studiengang; Qualitative Forschung; Statistische Analyse; Berufspraktische Ausbildung; Erziehungswissenschaftliche Fakultät; Messtechnik; Relevance; Relevanz; Lernaktivität; Schülerpraktikum; Lehrer-Schüler-Relation; Berufschance; Beschäftigungschance; Förderlehrer; Lehrender; Tutor; Lehrqualifikation; Aufgabenanalyse; Ausland
Abstract	The aim of this research was to identify the factors that could be used for quality assessments of the placement centres used by the University of Barcelona's Faculty of Education. To achieve this, a multiple case study method (bachelor's degrees in Education, Social Education and Social Work) was used, which was based on a survey methodology. A questionnaire, which identified seven quality criteria, was applied to 291 placement centres. An analysis of the placement centres' average quality scores revealed that most of them had high scores for consideration of the training activity, tutor-student ratio, type of placement, capacity of providing career opportunities, the centre's tutoring, the tutors' tasks and the coverage of the competences. We considered it necessary to improve the definition of quality placement plans, and the recognition of the tutor's work at the centre; therefore, this paper proposes an instrument to measure and assess the quality indicators described, aiming at improving the placements system at the University by better connecting universities and centres. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01