DSpace Collection:http://hdl.handle.net/10174/9672024-03-29T11:43:41Z2024-03-29T11:43:41ZUniversity–Business Collaboration for the Design, Development, and Delivery of Critical Thinking Blended Apprenticeships Curricula: Lessons Learned from a Three-Year ProjectRebelo, HugoChristodoulou, PanagiotaPayan-Carreira, RitaDumitru, DanielaMäkiö, ElenaMäkiö, JuhoPnevmatikos, Dimitrioshttp://hdl.handle.net/10174/362672024-02-06T09:42:11Z2023-10-16T23:00:00ZTitle: University–Business Collaboration for the Design, Development, and Delivery of Critical Thinking Blended Apprenticeships Curricula: Lessons Learned from a Three-Year Project
Authors: Rebelo, Hugo; Christodoulou, Panagiota; Payan-Carreira, Rita; Dumitru, Daniela; Mäkiö, Elena; Mäkiö, Juho; Pnevmatikos, Dimitrios
Editors: Brinia, Vasiliki
Abstract: University–Business partnership for collaborative curriculum design, development, and delivery is an important dimension of University–Business Collaboration (UBC), but scarce information exists on how to enhance partnership for the design, development, and implementation of new curricula. With these questions in focus, this article intends to present and discuss the perceived experience during a three-year European funded project, namely, Think4Jobs. This project exemplifies the significance and benefits of UBC in the design, development, and delivery of curricula that meet the evolving demands of the labour market while promoting Critical Thinking (CT) as a foundational 21st century skill to contribute to graduates’ employability. Think4Jobs project brought together a multidisciplinary team of researchers and business organisations from five European countries (Germany, Greece, Lithuania, Portugal, and Romania) with interests in promoting and developing CT and mitigating eventual competence gaps. The project’s success was attributed to key practices, including defining a common conceptualization of CT, employing Participatory Co-Design, and providing common training for university and business partners. Clear objectives, explicit roles, effective communication, and ongoing evaluation further enhanced the collaboration. Experiential learning, real-work problems, and case studies reinforced the curricula, bridging the gap between academia and the labour market. By embracing these insights, future UBC initiatives can empower graduates with the necessary skills to stand out in an ever-changing labour market, contributing to enhanced education and successful careers.2023-10-16T23:00:00ZSkill Profiles for Employability: (Mis)Understandings between Higher Education Institutions and EmployersSebastião, LuísTirapicos, FilipaPayan-Carreira, RitaRebelo, Hugohttp://hdl.handle.net/10174/362602024-02-06T09:41:34Z2023-09-06T23:00:00ZTitle: Skill Profiles for Employability: (Mis)Understandings between Higher Education Institutions and Employers
Authors: Sebastião, Luís; Tirapicos, Filipa; Payan-Carreira, Rita; Rebelo, Hugo
Editors: Reichgelt, Han
Abstract: Abstract: There is a consensus that employers, when recruiting, look for future employees to have a
certain required profile. This profile consists of a set of skills that are considered crucial for the correct
performance of the tasks that the employees will be performing. It is usually easy to identify which
hard skills employers require, but it is not so easy to find out which soft skills employees should
have. In addition to this difficulty, there is the possibility that higher education institutions may not
be preparing students to align with employers’ envisioned skill sets. As part of the European Project
“Think4Jobs” (2020-1-EL01-KA203-078797), an exploratory study was conducted to understand
whether higher education institutions develop, and employers demand, individuals with the same
profiles and to characterise these profiles. For this purpose, eight directors of different higher
education programmes and six employers were interviewed. The information from the interviews
was processed using the content analysis technique with the support of the NVivo data analysis
software. The findings indicate that both educators and employers acknowledge the significance
of soft skills, assigning them higher importance than hard skills, and the necessity of coordination
between the two skill sets. Respondents also emphasised the importance of training, with course
directors focusing more on initial training, while employers highlighted in-job training. Motivation,
creativity, interpersonal relationships, communication, initiative and critical thinking were the skills
identified by both groups as essential to an employee’s profile.2023-09-06T23:00:00ZTeacher professionalism and agency: insights from a literature reviewLopes, AméliaFolque, Maria AssunçãoMarta, MargaridaSousa, Rita Tavareshttp://hdl.handle.net/10174/361912024-01-23T11:15:06Z2023-01-01T00:00:00ZTitle: Teacher professionalism and agency: insights from a literature review
Authors: Lopes, Amélia; Folque, Maria Assunção; Marta, Margarida; Sousa, Rita Tavares
Abstract: In recent decades, neoliberal logics have affected the teaching profession and, consequently, had a direct impact on teachers’ professionalism. The aim of this paper was to conduct a literature review to determine the most significant arguments and debates about teacher professionalism in the last 10 years and its relation to a transformative teacher attitude. Therefore, relevant review studies from 2011 to 2021 were analysed in order to respond to the following questions: “how can current scholarly publishing within teacher professionalism inform a transformative vision of education? What are the main themes identified and how do they relate in order to inform teachers’ professionalism?”. The themes of ‘professionalism’ and ‘agency’ are central to the current scientific debate, interconnected with the issues of professional development, leadership, and research. This paper hereby provides insight into alternative paths towards the (re)professionalisation of teachers, which response can be a ‘transformative professionalism’ framed by the interconnection of professionalism and agency. The process of continuous professional development in the context of autonomy appears as the elected form for this process of re-professionalisation and agency. School leadership and teachers’ research emerge as opportunities for professional development with these characteristics.2023-01-01T00:00:00ZOlhares sobre a linguagem escrita na prática pedagógica da educação infantilHaddad, LeniraArtur, AnaFolque, Maria Assunçãohttp://hdl.handle.net/10174/361762024-01-23T11:13:35Z2023-01-01T00:00:00ZTitle: Olhares sobre a linguagem escrita na prática pedagógica da educação infantil
Authors: Haddad, Lenira; Artur, Ana; Folque, Maria Assunção
Abstract: Este artigo objetiva discutir o lugar da linguagem escrita na educação infantil a partir de olhares plurais de profissionais que atuam nessa área. Apresenta diversas perspectivas teóricas e práticas que têm contribuído para o debate em torno dessa dimensão da aprendizagem. Referencia-se em dados empíricos de uma pesquisa que utilizou a exibição de filmes sobre a prática cotidiana de instituições de educação infantil de diferentes culturas (Brasil e Dinamarca) e sua discussão em grupos focais formados por diferentes perfis. As análises se organizam em torno de quatro temas: a atividade de compor o nome e o papel da professora; a organização do ambiente educativo, modelos de escola e pedagogias; o lugar do letramento na educação infantil; e as condições objetivas para uma prática de qualidade2023-01-01T00:00:00Z