The flexibility and autonomy in the study plans of Bachelor's Degree programs in Basic Education

Authors

DOI:

https://doi.org/10.25757/invep.v15i1.425

Keywords:

Degree in Basic Education, Initial teacher training, Curricular Flexibility, Autonomy

Abstract

Curricular flexibility and student autonomy in higher education are fundamental principles for ensuring quality at this level of education and for the training of future teachers. This study investigated curricular flexibility and autonomy in the study plans of 25 Bachelor's degrees in Basic Education (BE) in Portugal. The comparative document analysis examined the nature and duration of the curricular units (CU) as well as the distribution of the workload between contact hours and autonomous work. The results showed that, although all BE programs include elective CU, which can be chosen by students, these account for less than 5% of the total credits in most institutions, thereby limiting student choice. The total workload in the degrees ranges from 4500 to 5040 hours, with significant differences in the proportion of contact hours and autonomous work between institutions and training components. The inclusion of year-long CU and the high number of contact hours were identified as barriers to student mobility and autonomy, reducing students' opportunities for choice. It is concluded that curricular flexibility and the promotion of autonomy are underexplored, highlighting the need for adjustments to align study plans with student-centered best practices, as advocated by the Bologna Process.

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Author Biographies

Bianor Valente, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa

Professora adjunta na Escola Superior de Educação de Lisboa do Instituto Politécnico de Lisboa e presidente do Departamento de Formação e Investigação em Currículo e Didáticas. É Doutorada em Educação, com especialização em Didática das Ciências pela Universidade de Lisboa. Tem desenvolvido trabalho de formação e de investigação no âmbito da formação de professores e no âmbito da Didática das Ciências.

Mariana Feio, Agrupamento de Escolas Passos Manuel

Professora do ensino básico no Agrupamento de Escolas Passos Manuel em Lisboa. É Doutorada em Educação, com especialização em Formação de Professores pela Universidade de Lisboa. Tem desenvolvido trabalho de formação e investigação no âmbito da formação de professores e no âmbito da Ética e Cidadania.

Teresa Leite, Centro Interdisciplinar de Estudos Educacionais (CIED) da Escola Superior de Educação de Lisboa

Professora coordenadora aposentada da Escola Superior de Educação de Lisboa do Instituto Politécnico de Lisboa e Doutora em Educação, com especialização na área de Formação de Professores pela Universidade de Lisboa. Participou em projetos nacionais e internacionais na área de formação de professores, currículo do ensino básico e inclusão de alunos com necessidades educativas especiais.

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Published

2025-01-14

How to Cite

Valente, B., Feio, M., & Leite, T. (2025). The flexibility and autonomy in the study plans of Bachelor’s Degree programs in Basic Education. Da Investigação às Práticas: Estudos De Natureza Educacional, 15(1), e425. https://doi.org/10.25757/invep.v15i1.425

Issue

Vol. 15 No. 1 (2025): Publicação Contínua

Section

Artigos

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Copyright (c) 2025 Bianor Valente, Mariana Feio, Teresa Leite

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