Percepciones sobre el entorno profesional del profesorado de enseñanzas musicales superiores en Rumanía

  1. Lorenzo Quiles, Oswaldo 1
  2. Ruxandra Turcu, Ioana 2
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 George Enescu National Music College
Revista:
Dedica. Revista de Educação e Humanidades

ISSN: 2182-018X 2182-0171

Año de publicación: 2016

Número: 9

Páginas: 193-206

Tipo: Artículo

Otras publicaciones en: Dedica. Revista de Educação e Humanidades

Resumen

El presente trabajo de investigación intenta establecer cuáles son las percepciones acerca del entorno profesional del profesorado de enseñanzas musicales superiores en Rumanía, en el contexto de la situación de los países de Europa del este tras la caída del comunismo. A partir de la realización de un estudio empírico, se analizan las opiniones y expectativas de un amplio grupo de profesores universitarios rumanos de diferentes especialidades musicales en el nuevo marco político y educativo de la Unión Europea.

Referencias bibliográficas

  • Academia de Música “Gheorghe Dima” de Cluj-Napoca (2012). Institutional Development Strategy of the “Gheorghe Dima” Music Academy 2012-2016. Cluj-Napoca: AMGD. Recuperado de http://www.amgd.ro/upload/files/Strategy%20AMGD.pdf
  • Academia de Música “Gheorghe Dima” de Cluj-Napoca (2015). Arts y Research. Recuperado de http://www.amgd.ro/creatie-sicercetare/research/334/
  • Alama, I. y Mosora, M. (2013). Teacher education budget cuts in Romania and the US: Points of contrast and comparison. Educational Research, 55 (1), 53-70. doi: 10.1080/00131881.2013.767025
  • Arnal, J.; Del Rincón, D.; Latorre, A. (1994). Investigación educativa. Fundamentos y metodología. Barcelona: Labor.
  • Badea, L. (2013). Functional higher education in the present economic context. Management y Marketing, 8 (special issue), 181-194.
  • Brătianu, C.; Reinhardt, Z.; Almăşan, O. (2010). Practice model and public policies in the management and governance of higher education. Transylvanian Review of Administrative Sciences, 29, 39-50.
  • Di Giacomo, F. (2010). Education amidst transition: The case of Romania (Doctoral Thesis, University of Maryland, Maryland). Recuperado de http://pqdtopen.proquest.com/doc/762381280.html?FMT=AI
  • Dima, A.; Brătianu, C.; Glaser-Segura, D.; Voger, K. (2011). Bologna Process trade-off. The perception of the Romanian academic staff. Management y Marketing, 6 (1), 123-138.
  • Kriebernegg, U. (2011). The transatlantic dialogue on higher education: An analysis of cultural narratives. Berlín: Logos.
  • Kwiek, M. (2014). Changing higher education and welfare states in postcommunist Central Europe: New contexts leading to new typologies? Human Affairs, 24 (1), 48-87. doi: 10.2478/s13374-014-0205-1
  • Maier, V. (2014). The evolution of artistic higher education in communist Romania between 1948 and 1989. International Review of Social Research, 4 (2), 125-141.
  • Ministrului Educaţiei şi Cercetării Ştiinţifice (2001). Strategia Învăţământului Superior Românesc pe perioada 2001-2010. Bucareşti: Ministerul Educaţiei Naţionale. Recuperado de http://www.edu.ro/index.php/articles/2884
  • Mitescu, M. (2013). Understanding the challenges of a possible reform in the Romanian education system preparing arts teachers. Review of Artistic Education, 5-6, 115-121.
  • Paşca, E. (2012). Teachers with artistic specializations between cultural mediation and intercultural education. Review of Artistic Education, 3-4, 135-142.
  • Pribeanu, G. y Milutin, I. (2014). The entrepreneurship and the students practice. Lucrări Ştiinţifice, 16 (2), 127-130.
  • Pricopie, R.; Frunzaru, V.; Corbu, N.; Ivan, L. (2010). Arguments for a new policy dialogue on access and equity in Romanian higher education. Romanian Journal of Communication and Public Relations, 12 (2), 9-23.
  • Radu, M. (2011). The Bologna Process as a reform initiative in higher education in the Balkan countries. European Education, 43 (3), 56- 69. doi: 10.2753/EUE1056-4934430304
  • Şerbănescu, L. (2014). Identification of the main directions in lifelong training of the university teaching professionals who teach Didactics of Specialty. Procedia-Social and Behavioral Sciences, 142, 189-194. doi: 10.1016/j.sbspro.2014.07.646
  • Serdenciuc, N. (2013). Competency-based education-Implications on teachers’ training. Procedia-Social and Behavioral Sciences, 76, 754- 758. doi: 10.1016/j.sbspro.2013.04.200
  • Soitu, L. ; Ungureanu, R. ; Rusu, C. (2014). European partnership for teacher training in Universities. Procedia-Social and Behavioral Sciences, 142, 200-206. doi: 10.1016/j.sbspro.2014.07.685
  • Stăiculescu, C.; Păduraru, M. (2013). Initial teacher training in Romania-A critical view. Procedia-Social and Behavioral Sciences, 76, 780-784. doi: 10.1016/j.sbspro.2013.04.205
  • Universidad Nacional de Música de Bucarest (2015). Mission y Strategy, Centers y Direction. Recuperado de http://www.unmb.ro/eng/about-us/centers-direction/teachers_training/
  • Zgaga, P. (2009). The Bologna Process and its role for transition countries. Revista de la Educación Superior, 38 (150), 83-96.