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2. Consequences of the Bologna process

2. Consequences of the Bologna process. Working group 1 Belgium (Flem. C.), Sweden, Great Britain, Bulgaria, Croatia, Estonia, Hungary, Italy, Romania, Switzerland, Austria. Aspects to consider. Legislative framework Qualifications Organisation of the study program

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2. Consequences of the Bologna process

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  1. 2. Consequences of the Bologna process Working group 1 Belgium (Flem. C.), Sweden, Great Britain, Bulgaria, Croatia, Estonia, Hungary, Italy, Romania, Switzerland, Austria

  2. Aspects to consider • Legislative framework • Qualifications • Organisation of the study program • Contents of the study program • Teaching methods • Evalution methods

  3. Legislative framework • New laws – New regulations to take into account • Too frequent changes – a heavy burden for institutions

  4. Qualifications • BA and MA-levels have been/are about to be adjusted to a European standard (3+1 year or 3+2)(with exceptions...) • Variations: Master in History; Master in History Teaching; Master in Education; Teacher Diploma

  5. Organization of the study program • Changes in different directions! - Generally, there seems to be a change towards a consecutive model (with exceptions...)

  6. Curricula contents • Different changes in different countries! - In a number of countries there are changes towards more subject-studies content and less general didactics • The focus has also shifted from historical content to historical skills and competences

  7. Teaching methods • A visible trend towards: • Active learning methods • More ICT in history teacher training

  8. Evaluation methods • A trend towards : • more comprehensive forms of evaluation • more self evaluation

  9. Other implications of the changes • New stakeholders, such as NGO’s • The need for revision of text books • The increasing role of school supervisors • The new role of the school itself

  10. Difficulties encountered • Bologna etc.: a work in progress • Different difficulties in different countries • Legislative background can slow down the process of change • New initiatives from publishers, authors…needed • Different directions in organization of the studies • Recognition of the importance of the school = challenging • New approaches in in-service ITT

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