Perception of Faculty of the Bologna Process at a Spanish Technical University: A Perspective of Change and Improvement

Kindelán, Paz; Ayuga-Téllez, Esperanza; Martin, Deborah; Valiente, Mercedes

doi:10.1080/10564934.2018.1474715

Cited by 1 publication

(2 citation statements)

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“…In previous studies, I analyzed the impact of changes introduced by the Bologna Process in the context of a university (Kindelan & Martin, 2014;Kindelan, Ayuga-Té llez, Martin, & Valiente, 2019) to see how the reforms and their implementation are influencing the perception of faculty. I will now have a closer look at some of the effects Bologna is having on teacher activity, particularly the new role of lecturers in the current teaching-learning system and the notion of student empowerment within this educational context.…”

Section: Empowerment In An Instructional Contextmentioning

confidence: 99%

“…Actually, this dilemma among national governments in having to implement these reforms and the unease lecturers feel about the perceived threats of the Bologna Process resulted in an ambivalent attitude of accepting their duties but still feel cautious about the process. This situation is still unresolved to date (Viծarsdóttir, 2018;Kindelan et al, 2019).…”

Section: Change Of Expectationsmentioning

confidence: 99%

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Coming to Grips with Bologna: Change and Student Empowerment in Transforming Classes into an Effective Learning Environment

Kindelán¹

2021

RES

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With the advent of the Bologna Process to develop higher education in the European Union, university teachers and students have gone through a process of change. This change required an adjustment to the demands of higher education reform governed by European convergence. However, the resulting transformations in pedagogical practice have ostensibly affected not only teacher-student attitudes and relationships but also the academic culture. Within the new educational paradigm, the shift to a student-centered pedagogy has meant the empowering of individual students providing them with the opportunity to direct their own learning. However, the issue now is how to address and exercise student empowerment in the real-life class. This study is an investigation into the role of teachers to strike a balance between the forces pushing them to adapt to the new pedagogical framework and the need to improve student self-reliance and ownership of learning. It concludes by reaffirming the advantages of applying an empowerment-based approach, already recognized by current research, that enhances teacher and students relations in an effective learning environment.

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Section: Empowerment In An Instructional Contextmentioning

confidence: 99%

Section: Change Of Expectationsmentioning

confidence: 99%