Browsing by Subject "Bologna process"

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    European experience in organizing physical education and promoting a healthy lifestyle in educational institutions
    (Universidad de Murcia, Servicio de Publicaciones, 2023) Tsybanyuk, Oleksandra; Slyvka, Larysa; Batiuk, Alim; Liasota, Tatiana
    In this article, the European experience of organizing physical education and promoting a healthy lifestyle in educational institutions is analyzed. The research aims to identify the main features of the concepts of physical education and sports that dominated Western Europe in the late twentieth and early twenty-first centuries. It is noted that the basic concepts of physical education and sports of the 1970s in certain countries have been transformed into more balanced ones. It is indicated that the main content of the Bologna declaration is that 47 member countries have committed themselves to bring their educational systems in line with a model that is transparent and easily comparable. This allows for the issuance of European-style diplomas over time. The analysis of the development of PE and sports in Western Europe allows us to draw some conclusions that may be useful for the leaders of various state authorities and sports organizations to improve the system of physical education and sports. Actions aimed at improving the physical fitness of young people, preserving and developing the need for physical activity, increasing the enrollment of students in sports clubs, and participating in competitions are of utmost importance, as they distract young people from various harmful hobbies typical of the academic sphere.
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    Retos de la integración de la discusión de cuestiones controvertidas en la formación inicial del profesorado
    (2016-04-26) Linhares, Elisabete Fernandes; Reis, Pedro
    In the framework of the Bologna process, and with regard to pre-service teacher education, it is necessary to model student-centred learning experiences in order to promote the required competences for future professional practice and critical participation in society. Despite the potential of discussion in promoting several competences, this methodology does not always integrate the teaching practices. This case study sought to: a) understand the experiences and views of future teachers from a School of Education on the use of discussion in their past education; and b) investigate the impact of an educational experience centred on discussion. Data were collected through narratives, questionnaires, interviews and participant observation. The learning situations experienced through this study contributed to the development of citizens more aware of their role in society and allowed the promotion of skills indispensable for an Elementary Education teacher.