Literaturnachweis - Detailanzeige
Autor/inn/en | Bahia, Sara; Freire, Isabel P.; Estrela, Maria Teresa; Amaral, Anabela; Espírito Santo, José António |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |