Qualitätsentwicklung im Theologiestudium durch Kompetenzorientierung?: Eine Analyse der Chancen und Gefahren der Studienreform
The Bologna Process has changed the landscape of European higher education significantly. Even the study of theology has not escaped reform: in Germany it has been modularized, students are credited for their working hours, and competence-oriented education has been introduced. This last aspect, com...
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| Format: | Electronic Article |
| Language: | German |
| Check availability: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Peeters
2012
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| In: |
ET studies
Year: 2012, Volume: 3, Issue: 2, Pages: 169-189 |
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Volltext (kostenfrei) |
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| 520 | |a The Bologna Process has changed the landscape of European higher education significantly. Even the study of theology has not escaped reform: in Germany it has been modularized, students are credited for their working hours, and competence-oriented education has been introduced. This last aspect, competence orientation, should increase the quality of study by focusing on the learning outcomes of students. Is that necessary? What kind of quality can be improved by this? What does this mean for actual teaching? Can competence-based teaching alone guarantee a high quality of teaching? This article explains the educational position of competence orientation, analyzes performance potential and the limits of competence orientation as a tool for quality development, and highlights key tenets of competence orientation as a didactic principle. Set against the background of current university research, the article shows that competence orientation is certainly a viable option for promoting the reform of higher education. | ||
| 520 | |a Le processus de Bologne a changé de manière significative le paysage de l’enseignement supérieur en Europe. Les études de théologies elles-mêmes n’ont pas échappé à la réforme : en Allemagne, on a institué des modules, des crédits en fonction du temps de travail des étudiants, et une programmation axée sur les compétences. Ce dernier point vise à améliorer la qualité des études en se concentrant sur les résultats de l’apprentissage des étudiants. Est-ce nécessaire ? En quoi cela peut-il améliorer la qualité ? Quel en est concrètement le sens pour l’enseignement ? L’orientation sur les compétences peut-elle, à elle-seule, garantir la qualité de l’enseignement ? Cet article explique le choix éducatif de cette orientation, en analyse le potentiel performatif et les limites en tant qu’outil pour un développement de qualité, et en éclaire les éléments-clés en tant que principe didactique. Sur l’arrière-plan de la recherche universitaire actuelle, il montre que l’orientation sur les compétences est certainement une option viable pour promouvoir la réforme de l’enseignement supérieur. | ||
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