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Enhancing experience and support provided to students within the Bologna professionally-focused master’s degree

Enhancing experience and support provided to students within the Bologna professionally-focused master’s degree

Cabral, Ana Paula and Baptista, Ana Vitoria (2014) Enhancing experience and support provided to students within the Bologna professionally-focused master’s degree. Procedia - Social and Behavioral Sciences, 159. pp. 156-160. ISSN 1877-0428 (doi:https://doi.org/10.1016/j.sbspro.2014.12.349)

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Abstract

The main objective of this study is to analyse Master's students’ views on the competences of (i) the ideal profile of a Master's supervisor, and (ii) the ideal profile of their own, as Master's students. Accordingly, a descriptive and reflective perspective regarding the results is adopted. Additionally, the authors have the objective of presenting a set of recommendations that can help students to deal with the different dimensions and contexts of their student/professional experience: theoretical and pedagogical content, teacher training pre-service tasks, and practice-based research projects. The recommendations go in line with the promotion of support programmes that should not follow a one-size fits all approach, but should instead consider the diversity among students’ profiles as a flagship towards institutional quality enhancement.

Item Type: Article
Additional Information: © 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license. 5th World Conference on Psychology, Counseling and Guidance, WCPCG-2014, 1-3 May 2014, Dubrovnik, Croatia
Uncontrolled Keywords: Bologna professionally-focused master’s degrees; Students' experiences
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / Department / Research Group: Faculty of Education & Health > Department of Primary Education
Last Modified: 30 Mar 2017 17:06
Selected for GREAT 2016: GREAT b
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/15377

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