Publication: El crédito europeo como motor de cambio de la configuración del Espacio Europeo de la Educación Superior
Authors
Palacios Picos, Andrés
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
El crédito europeo, además de un importante instrumento al servicio de la convergencia, representa una gran oportunidad para impulsar la calidad de las universidades. A partir de un nuevo enfoque en la cuantificación de los créditos, ha de permitir un cambio de mentalidad del profesor, más centrado ahora en los procesos de aprendizaje que en los de enseñanza, más en el aprender a aprender que en el aprender para memorizar, con una metodología más diversificada y en la que la tutoría se presenta como instrumento de suma importancia y en la que la evaluación ha de ser mucho más que el examen final de conocimientos.
The European credit, besides being an important instrument to the service of the convergence, represents a great opportunity to stimulate the quality of universities. From a new approach in the quantification of the credits, a change of mentality of the teacher has to be allowed for, more centred now on the learning processes than in those of education, more in learning to learn than in learning to memorize, with more diversified methodology and in which the tutorship appears as an instrument of supreme importance and in which the evaluation has to be much more than the final examination of knowledge.
The European credit, besides being an important instrument to the service of the convergence, represents a great opportunity to stimulate the quality of universities. From a new approach in the quantification of the credits, a change of mentality of the teacher has to be allowed for, more centred now on the learning processes than in those of education, more in learning to learn than in learning to memorize, with more diversified methodology and in which the tutorship appears as an instrument of supreme importance and in which the evaluation has to be much more than the final examination of knowledge.
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