Intercultural management and practices toward quality assurance in higher teacher training
DOI:
https://doi.org/10.18861/cied.2024.15.2.3914Keywords:
quality unit, teacher training, management, teaching competencies, graduate profileAbstract
This article reflects on practices shaped by the higher education cultures of institutions in some Latin American and Caribbean (LATAM) countries, within the ECALFOR project funded by the European Union. As part of this project, institutions created quality assurance units to assess basic competencies of teacher trainees, aiming to improve teacher training and, consequently, the quality of education in the region. This qualitative study conducts a documentary analysis to explain the establishment of these quality units within the institutions responsible for initial teacher education, positioning them as a means to support the validity of teaching certifications in their countries. The article reviews various actions these higher education institutions (HEIs) have implemented to ensure quality and presents a model that could be replicated in other university management areas. This exploration invites further inquiry into the management processes these HEIs follow to secure their graduates' profiles, addressing an emerging teaching labor market that demands increasingly complex competencies. As a result, it emphasizes the importance of supporting institutional actions that contribute to this goal.
Downloads
References
Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA). (2017). Manual de evaluación de la calidad.
Bauman, Z. (2008). Vida para consumo: a transformação das pessoas em mercadoria. Jorge Zahar.
Bradenburg, U., & De Wit, H. (2011). The End of Internationalization. International Higher Education, (62), 15-16. https://doi.org/10.6017/ihe.2011.62.8533
Brasil (1996, diciembre 20). Ley 9394/1996. Directrices y bases de la Educación Nacional.
Brasil (1988). Constitución Política de la República Federativa del Brasil.
Castells, M. (2005). La era de la información: economía, sociedad y cultura. Siglo XXI.
Didriksson, A. (2012). Universidad y bien público en la perspectiva de una sociedade democrática del conocimiento. En J. R. de la Fuente & A. Didriksson (Coords.), Universidad, responsabilidad social y bien público: el debate desde América Latina (pp. 61- 97). Universidad de Guadalajara.
ENQA (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG).
European University Association (2015). Guía para la implementación de sistemas de garantía de calidad.
Felicetti, V. L., & Morosini, M. C. (2009). Equidade e iniquidade no ensino superior: uma reflexão. Ensaio, 17(62), 9-24.
Foro Económico Mundial (2020). La educación del futuro.
Fullan, M. (2001). Leading in a culture of change. Jossey-Bass.
Instituto Internacional para la Educación Superior en América Latina y el Caribe (2020). Gestión y evaluación de la calidad.
Lojkine, J. (2002). A revolução informacional. Cortez.
OECD (2012). Equity and quality in education Supporting disadvantaged students and schools.
OECD (2018). Aseguramiento de la calidad en la educación superior: Enfoques internacionales.
Pérez, C. (s.f.). Revoluciones tecnológicas y transformaciones socio-institucionales. En A. Cragnolini (Ed.), Cuestiones de política científica y tecnológica. Consejo Superior de Investigaciones Científicas.
Schaff, A. (1995). A sociedade informática. Universidade Paulista; Editora Brasiliense.
UNESCO (2017). Guía para la calidad en la educación superior.
Wenger, E. (1999). Communities of practice: learning, meaning and identity. Cambridge University Press.
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice. A guide of managing knowledge. Harvard Business Press.
