2 University of Beira Interior (PORTUGAL)
About this paper:
Appears in: EDULEARN14 Proceedings
Publication year: 2014
Page: 2706 (abstract only)
ISBN: 978-84-617-0557-3
ISSN: 2340-1117
Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain
The Bologna Declaration officially began the Bologna Process, after which the globally-harmonized European Education pace has been constructed, moving from the economy into the fields of education and knowledge. Motivated by this process, the European Union (EU) uniformization despite differences in compulsory education, education structures and, consequently, teacher training itself. As one of the 28 member states of the EU, Portugal should be studied in this European context to better understand the remodeling of European and national education. The present research aims to determine the level of student and teacher satisfaction with post-Bologna teacher training in the possibility of becoming professionals in graduate different levels of schooling with quite different areas. These training courses also differ from any other courses in higher education in that they have been thoroughly altered by the Bologna Process. A survey based on a questionnaire was data collection technique applied to a non-probabilistic convenience sample of 13 of the 20 institutes of higher education Portuguese in the country offering teacher training, for a total of 65% of those involved, with a total of 206 participants, of which 210 are students and 50 are teachers.The research results indicate student and teacher satisfaction with the new teacher training graduate programs although some of the alterations are not consensual among students and teachers. On one hand, students are satisfied with the new opportunities offered by the post-Bologna training and the teachers are not, preferring the specialization that establishes stronger basic training to the generalization aimed at holistic training. On the other hand, for both students and teachers, the duration of the supervised practical training period is consensually identified as not satisfactory. In overall terms, the aspects that influence satisfaction most positively are the pertinence of the course contents and the assignments themselves, faculty performance, and the need to carry out research for lifelong learning.
Bologna process, teacher training, student and teacher atisfaction levels.