Ruben Vanderlinde is a Tenure Track Professor at the Department of Educational Studies, Ghent University, Belgium. His research interests are in the field of educational innovation, teacher training and professionalisation, and the integration of Information and Communication Technologies (ICT) in education. Koen Aesaert is a Teaching and Research Assistant at the Department of Educational Stud...

Do community pharmacists coming from different educational backgrounds rank the importance of competences for practice differently-or is the way in which they see their profession more influenced by practice than university education? A survey was carried out on 68 competences for pharmacy practice in seven countries with different pharmacy education systems in terms of the relative importance ...

The young learners of today tend to show little enthusiasm for formal schooling. This does not necessarily mean pupils are not interested in learning or developing new skills and competences. In fact, the opposite often happens in the informal settings they belong to. Finding ways of transferring pupil’s informal learning to the school setting is therefore important. This paper gives a brief ov...

The aim of this article is to consider the professional knowledge and competences of mathematics teachers in compulsory education, and to propose basic tasks and activities in an initial training programme in the framework of a global proposal for “Immersion” in the curriculum of the educational phase which the trainee teacher would go on to work in. Problem-solving, in this context, is conside...

The consolidation of the European Higher Education Area (EHEA) in universities has led to significant changes in student training. This paper, part of a Teaching Innovation Project, starts from new training requirements that are fit within Undergraduate Thesis Project, a subject that culminate student learning. Undergraduate Thesis Project is current assessment system that weigh the student acq...

Teacher quality, or ‘the good teacher’ is not clearly defined in Norway, nor are there specific standards for measuring teacher quality. Everybody has an opinion about the teacher, and quality frequently debated. Moreover, Norway no systematic evaluation of teachers. Nevertheless, numerous reforms popular discourses indirectly revisit revise formal qualification competences This paper explorati...

This study empirically tests a heuristic model of non-technical engineering competences. The results of factor analysis and regression analysis support the model proposing six non-technical competence domains consisting of 19 competences engineers use in their everyday work. Furthermore, the competence domains have a shared component with their neighboring competences. Engineers use more freque...

In the years 2019-2021 a significant step was made in terms of distance learning, which would have otherwise, normal circumstances, taken several years. While solutions applied were best given situation, question arises what these imply long-term, systematic changes. The presented research touches upon three key areas that characterize today’s schools: motivation, atmosphere, and competences te...