Session Information
SES C 09, Poster Session
Poster Session
Contribution
The European Higher Educational Area (EHEA) raises great challenges to all European Universities. Many of these challenges are generated by the new way of approaching teaching and learning at the university. They must center on the competencies that both professors and students must be able to promote and to develop, respectively. This new concept also implies a change in the role of teacher and student. It is proposed a professor figure as a guide and facilitator of the student learning and a student figure with role in their own learning process.
Within this context, the University of Barcelona has set in addition to the specific competencies of each degree some key competencies common for all degrees. One of these key competencies is the critical and self-critical capacity of the students.
Six professors from different degrees and Faculties of the University of Barcelona, aware of the challenge and the complexity to promote this key competency on students in an interdisciplinary way, have developed an action-research project. We proposed as a main objective the reflection of our own teaching practice and its improvement to facilitate the development of the critical and self-critical capacity of the students towards their own learning process as well as the specific contents worked on within a subject. All this taking into account the specific guidelines of EHEA and using the new tools offered by the Information and Communication Technology, and with the opportunity of using virtual platforms as learning spaces which promotes the independent and self-regulated learning of the students.
It must be said that the six professors involved on this project have made a joint reflection process to reach consensus on what does this new approach on competencies means. As said by Cano (2007) we begin with a holistic and complex perspective the competency teaching system. We understand, as defined by the Agency for Quality in the University System of Catalonia (2002:46), that competencies are the set of knowledge, technical, methodological, social and participatory skills that can be updated in any particular time and situation.
The objectives we have proposed on this action-research project are:
- To define what we mean by critical thinking of the students, and to develop procedures, tools and activities from our own teaching practice.
- To design, to develop and to evaluate teaching-learning activities and evaluation activities for Food Science and Technology, Nursing, Dentistry, Education and Chemistry Degrees at the University of Barcelona able to promote the critical and self-critical capacity of the students towards their own learning process.
- To prepare students for university education challenge according to EHEA guidelines.
- To develop students’ critical and self-critical thinking through the use of ICT’s and encouraging their efforts and autonomy.
- To find ways to communicate and to exchange innovations with other universities.
In this communication we present this action-research project and the progress in its development. Finally, it must be pointed that this project has been funded by the Institute of Education Sciences of the University of Barcelona (Ref: REDICE08-A0801-21).
Method
Expected Outcomes
References
Agència per a la Qualitat del Sistema Universitari de Catalunya (2003). Marc general per a la integració europea. Barcelona: Agència per a la Qualitat del Sistema Universitari de Catalunya. Antúnez, S. (1999). El trabajo en equipo de los profesores y profesoras: factor de calidad, necesidad y problema. El papel de los directivos escolares. En Educar, nº 24, páginas 89-110. Benito, A.; Cruz, A. (2005). Nuevas claves para la Docencia Universitaria en el Espacio Europeo de Educación Superior, Madrid: Narcea S.A. Cano, E. ( 2007). Cómo mejorar las competencias de los docentes. Barcelona: Graó. Clandini y Connelly (1988) Conocimiento práctico personal del los profesores: imagen y unidad narrativa. En Villar Angulo Rasco (1988) Conocimiento, Creencias y Teorías de los profesores. Madrid: Marfil. Consejo de Gobierno de la Universidad de Barcelona (2008) Competencias Transversales de la Universidad de Barcelona. Barcelona: Universidad de Barcelona. Elbaz , F.(1988). Cuestiones en el estudio del conocimiento de los profesores. En Villar Angulo Rasco (1988) Conocimiento, Creencias y Teorías de los profesores. Madrid: Marfil. Lewin, K. (1946). Action research and minority problems; Journal of Social Issues 2(4): 34-46. Montero, L. (2001). La construcción del conocimiento en la enseñanza. Madrid: Síntesis. Perrenoud, Ph. (2001). The Key to Social Fields: Competencies of an Autonomous Actor. En: Rychen, D.S.; Sagalnik L.H. (coord.). Defining and Selecting Key Competencies. Göttingen: Hogefre & Huber Publishers, pp 121-149. Sandín, MP. (2003). Investigación cualitativa en Ecuación. Fundamentos y Tradiciones. Madrid: Mc Graw Hill. Schön, D (1992). La formación de profesionales reflexivos. Hacia un nuevo diseño de la formación y el aprendizaje en las profesiones. Madrid
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.