The Bologna Process and the Search for Excellence: Between Rhetoric and Reality, the Emotional Reactions of Teachers

Autor/inn/en	Bahia, Sara; Freire, Isabel P.; Estrela, Maria Teresa; Amaral, Anabela; Espírito Santo, José António
Titel	The Bologna Process and the Search for Excellence: Between Rhetoric and Reality, the Emotional Reactions of Teachers
Quelle	In: Teaching in Higher Education, 22 (2017) 4, S.467-482 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1303471
Schlagwörter	Emotional Response; Educational Change; Higher Education; Educational Cooperation; International Cooperation; Teacher Effectiveness; Teacher Attitudes; Excellence in Education; Content Analysis; College Faculty; Student Mobility; Correlation; Commercialization; Career Change; Resilience (Psychology); Educational Quality; Foreign Countries; Guidelines; Teaching Methods; Accountability; Portugal + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Lernerfolg; Inhaltsanalyse; Fakultät; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Korrelation; Career changes; Berufswechsel; Quality of education; Bildungsqualität; Ausland; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung
Abstract	There has been an overall change in higher education towards the achievement of outstanding patterns of quality and excellence that assure competitiveness at a global scale. Teachers feel the pressure of official regulations for achieving quality and excellence, based on questionable concepts of quality that do not take into account the experience and beliefs of teachers and lead to emotional states that may promote or hinder adjustment to changes. The present study used a categorical content analysis to capture the emotions that twelve university teachers associate with the changes experienced and with the pursuit of quality emphasized in Portugal by the Bologna Process. The results show that participants revealed mixed emotions regarding change. Students elicit mostly positive emotions, whereas bureaucracy, marketization and career changes generate negative emotions that impede the quest for quality, although in a minority of participants they prompt resilience that stimulates engagement in quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01