Open to Better? Teachers’ Perceptions of Curriculum Integration in the Erasmus Mundus PETaL Master’s Degree

  1. Natividad Aguayo Arrabal 1
  2. María Elena Gómez Parra 2
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

  2. 2 Universidad de Córdoba
    info

    Universidad de Córdoba

    Córdoba, España

    ROR https://ror.org/05yc77b46

Revista:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Año de publicación: 2022

Volumen: 11

Número: 2

Páginas: 186-208

Tipo: Artículo

DOI: 10.7821/NAER.2022.7.826 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: NAER: Journal of New Approaches in Educational Research

Resumen

Con miras a la excelencia universitaria internacional, los másteres conjuntos Erasmus Mundus (MCEM o EMJMD por sus siglas en inglés) ofrecen una oportunidad única de concebir e impartir conjuntamente un plan de estudios integrado. En el contexto español, analizamos el caso del Máster en Especialización en Educación: PETaL “Play, Education, Toys and Languages”. Se trata del primer MCEM que obtiene la Universidad de Córdoba en el marco del Programa Erasmus+ (2014-2020), en coordinación con el Instituto Politécnico de Lisboa (Portugal) y Marmara University (Turquía). Mediante el diseño, validación y distribución de un cuestionario en línea, aspiramos a conocer las opiniones de los docentes sobre el lugar que ocupa la integración en su enseñanza, así como el nivel de interdisciplinariedad que atribuyen al programa en general basados en el modelo de Harden (2000). La meticulosa configuración del plan de estudios en torno a áreas de especialidad y sus expertos reunidos en esta inédita propuesta interdisciplinar, se convierte en la coyuntura propicia para evaluar e incentivar el carácter conjunto (jointness) del currículo y de diferentes elementos del proceso de enseñanza-aprendizaje. Los resultados revelan que, previsiblemente, se dan las condiciones para una mayor integración en las sucesivas ediciones, para ello habría que seguir reforzando la coordinación docente y los aspectos que conduzcan a la integración curricular. El estudio sirve, además, de reflexión sobre la práctica docente y un mejor conocimiento de las posibilidades de aprovechamiento del potencial interdisciplinar de esta oferta.

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