Teacher education: the focus on doctoral studies
2009
Luse, N., Riga Teacher Training and Educational Management Academy (Latvia)
The Bologna Process started in 1999, aiming to elaborate an overarching framework of qualifications for the European Higher Education Area. The doctoral level as the third cycle was introduced for promoting closer links between research and higher education. The implementation of doctoral programme of pedagogy has strengthened the area of educational research. The general goal of the doctoral education is to provide doctoral students with an in-depth knowledge of the field of research and the capability to produce novel scientific knowledge independently. The aim of the paper is to characterize the realisation of teachers' education as doctoral training in the context of Bologna Process strategies. The seminar in Salzburg set up ten basic principles concerning doctoral education. Learning outcomes in the field of research training are one of the basic building blocks of European higher education quality. The quality of teachers' education on doctoral studies level is depending on advanced learning outcomes of an individual. The goals of doctoral education are increasing internationalisation, co-operation between academies, promoting academic careers and establishing post-doctoral positions. The investigation about research training was carried out at Riga Teacher Training and Educational Management Academy doctoral study programme in pedagogy. A questionnaire about aspects of doctoral studies was developed for obtaining information for analysis and was given to teachers (doctoral students). Respondents were asked to complete the questionnaire focusing on learning outcomes. The estimation of the results was made summing the answers, and the percentage was calculated. Feedback from doctoral students plays an important role in the further development of the curricula.
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