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The Personal tutorial guidance sessions in the framework of the teaching-learning field of the Bologna process: University of Minho (first cycle) courses students’ perceptions

The Bologna Process defends the adoption of a higher education in teaching-learning methodologies that – in contraposition to the previous model based on the transmission of knowledge, which for being essentially theoretical, gives the student a passive role in the knowledge construction process – allows a (pro) active, autonomous and practical learning, where the student acquires and develops his competences. The personal tutorial guidance sessions are included in the teaching contact hours. This abstract presents a study about the University of Minho (first cycle) Courses Students’ perceptions of the personal tutorial guidance sessions’ relevance in the scope of the learning-teaching process, so as to confirm if the implementation/implantation of the commonly called tutorial (type) education, as an approach to an active, autonomous and practical learning, is sensed by the learners themselves

Universitat de Girona. Institut de Ciències de l’Educació Josep Pallach

Autor: Silva, Jacques da
Silva e Silva, Marlène
Moreira, Narciso
Data: 2 juny 2008
Resum: The Bologna Process defends the adoption of a higher education in teaching-learning methodologies that – in contraposition to the previous model based on the transmission of knowledge, which for being essentially theoretical, gives the student a passive role in the knowledge construction process – allows a (pro) active, autonomous and practical learning, where the student acquires and develops his competences. The personal tutorial guidance sessions are included in the teaching contact hours. This abstract presents a study about the University of Minho (first cycle) Courses Students’ perceptions of the personal tutorial guidance sessions’ relevance in the scope of the learning-teaching process, so as to confirm if the implementation/implantation of the commonly called tutorial (type) education, as an approach to an active, autonomous and practical learning, is sensed by the learners themselves
Format: application/pdf
Cita: Silva, J.; Silva e Silva, M.; Moreira N. ’The Personal tutorial guidance sessions in the framework of the teaching-learning field of the Bologna process: University of Minho (first cycle) courses students’ perceptions’ a Univest 08. Girona: La Universitat, 2008 [consulta: 29 setembre 2008]. Necessita Adobe Acrobat. Disponible a Internet a: http://hdl.handle.net/10256/1017
ISBN: 978-84-8458-274-8
Accés al document: http://hdl.handle.net/10256/1017
Llenguatge: eng
Editor: Universitat de Girona. Institut de Ciències de l’Educació Josep Pallach
Drets: Aquest document està subjecte a una llicència Creative Commons: Reconeixement – No comercial – Sense obra derivada (by-nc-nd)
URI Drets: http://creativecommons.org/licenses/by-nc-nd/3.0/deed.ca
Matèria: Ensenyament universitari
Tutors i tutoria (Educació)
Universidade do Minho
Títol: The Personal tutorial guidance sessions in the framework of the teaching-learning field of the Bologna process: University of Minho (first cycle) courses students’ perceptions
Tipus: info:eu-repo/semantics/conferenceObject
Repositori: DUGiDocs

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