Implementation of Competence-Based Approach: Stories of Practices and the Tuning Contribution to Academic Innovation

Autor/in	Serbati, Anna
Titel	Implementation of Competence-Based Approach: Stories of Practices and the Tuning Contribution to Academic Innovation
Quelle	In: Tuning Journal for Higher Education, 3 (2015) 1, S.19-56 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2340-8170
DOI	10.18543/tjhe-3(1)-2015pp19-56
Schlagwörter	Competency Based Education; Program Implementation; Educational Innovation; Higher Education; Teaching Methods; Student Centered Learning + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Instructional innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The rationale of the present paper is to investigate and stimulate a reflection on the "Tuning contribution to academic innovation" through the collection of case studies among some Tuning projects, focussing on methods and tools to implement successful and "innovative approaches to learning, teaching," and assessment appropriate for "competence-based approach" (CBA). In order to deepen these concepts, a conceptual framework on competence-based approach and student-centred learning will be presented, particularly focussing "teacher conceptions of teaching" as well as "pedagogical content knowledge" and their influence on teaching practices. The Tuning contribution in supporting academic innovation will then be deepened, through a "macro-level overview of the methodology," and a synoptic table of cross-cutting themes identified across the Tuning projects will be the starting point of the empirical part of this study. Moreover, the "multiple case studies" conducted through semi-structured interviews with teachers from Higher Education Institutes involved in previous completed Tuning projects will be presented. Research design, sampling and data analysis will be described, and major findings will be presented. Results show a general understanding, but with different perspectives on the competence based approach as well as appropriate teaching and learning methods applied worldwide within the CBA framework. Outlines on the Tuning contribution to academic innovation in this framework will be offered, by identifying main strengths, weaknesses, threats and opportunities of the methodology. Suggestions and guidelines for future projects, training and researches of the Tuning Academy are provided for possible implementation, highlighting the relationship "between teaching, learning and research." (As Provided).
Anmerkungen	University of Deusto. e-mail: tuningjournal@deusto.es; Web site: http://www.tuningjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01