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Reference Points for the Design and Delivery of Degree Programmes In Reference Points for the Design and Delivery of Degree ogrammes in Teacher Education ogrammes in Teacher Co-funded by the Programmes in Erasmus+ Programme of the European Union Teacher Education Co-funded by the Pr Points for the Design and Delivery of Degree Reference Erasmus+ Programme University of Deusto of the European Union Reference Points for the Design and Delivery of Degree Programmes in Teacher Education © University of Deusto Tuning Asia-South East Reference Points for the Design and Delivery of Degree Programmes in Teacher Education Editors: Richard R. Jugar (University of San Carlos, Philippines) & Ouda Teda Ena (Sanata Dharma University, Indonesia) Contributors: Ouda Teda Ena (Sanata Dharma University, Indonesia), Fransiscus Xaverius Mukarto (Sanata Dharma University, Indonesia), Paulus Kuswandono (Sanata Dharma University, Indonesia), Maria Asuncion Dequilla (West Visayas State University, Philippines), Alona Matulac Belarga (West Visayas State University, Philippines), Hilda Clavel Montaño (West Visayas State University, Philippines), Richard R. Jugar (University of San Carlos, Philippines), Abdul Rashid Bin Mohamed (Universiti Sains Malaysia, Malaysia), Dinn Wahyudin (Universitas Pendidikan Indonesia, Indonesia), Ekkarin Sungtong (Prince of Songkla University, Thailand), Frank Emboltura (University of San Agustin, Philippines), Hamdan Bin Said (Universiti Teknologi Malaysia, Malaysia), Nu Nu Nyunt (Yangon University of Education, Myanmar), Penvara Xupravati (Chulalongkorn University, Thailand), Su Su Thwin (Yangon University of Education, Myanmar), Shaik Abdul Malik Mohamed Ismail (Universiti Sains Malaysia, Malaysia) 2019 University of Deusto Bilbao © University of Deusto Reference Points for the Design and Delivery of Degree Programmes in Teacher Education Reference Points are non-prescriptive indicators and general rec- ommendations that aim to support the design, delivery and articu- lation of degree programmes in Teacher Education. Subject area group including experts from South East Asia and Europe has de- veloped this document in consultation with different stakeholders (academics, employers, students and graduates). This publication has been prepared within Tuning Asia – South East (TA-SE) project 573760-EPP-1-2016-1-ES-EPPKA2-CBHE-JP. This project has been funded with support from the European Commission. The European Commission's support for the produc- tion of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Editors: Richard R. Jugar & Ouda Teda Ena Authors: Richard R. Jugar & Ouda Teda Ena © Tuning Although all material that has been developed as part of the Tuning project and is owned by its formal participants, other Higher Education Institutions are free to test and use the material after publication, provided that the source is acknowledged. No part of this publication, including the cover design, may be reproduced, stored or transmitted in any form or by any means, whether electronic, chemical, mechanical, optical, by recording or photocopying, without prior permission of the publisher. Cover design: Estugraf Impresores, SL (Madrid) © Deusto University Press Apartado 1 - 48080 Bilbao e-mail: [email protected] ISBN: 978-84-1325-048-9 Printed in Spain CONTENTS PREFACE 9 CHAPTER 1: Member Universities and Countries 13 1.1. Chulalongkorn University 14 1.2. Prince of Songkla University 15 1.3. Sanata Dharma University 17 1.4. University of San Agustin 18 1.5. University of San Carlos 19 1.6. Universitas Pendidikan Indonesia (Indonesia University of Education) 20 1.7. Universiti Sains Malaysia 21 1.8. Universiti Teknologi Malaysia 22 1.9. West Visayas State University 23 1.10. Yangon University of Education 25 CHAPTER 2: The Generic and Specific Competencies 27 2.1. TASE Identified Generic Competencies 28 2.2. Reflections on the Results of Survey for Generic Competencies 31 2.3. Specific Competencies for Teacher Education 32 2.4. Competency Study 34 2.5. Practice Analysis 36 CHAPTER 3: The Southeast Asian Teacher Education Meta-Profile 39 5 3.1. Conceptualisation of the Meta-Profile 42 3.2. Stage 1– Competencies 42 3.3. Stage 2 – Prioritising the Competencies 43 3.4. Dimension 1 – Pedagogical and Subject Matter Knowledge 44 3.5. Dimension 2 – Teacher Skills 44 3.6. Dimension 3 – Attitude and Disposition 45 3.7. Development and Validation of the Meta-Profile 46 CHAPTER 4: Programme (Re)Design Process Outputs 49 4.1. Non-Implementing Universities 50 4.1.1. Chulalongkorn University (Thailand) 50 4.1.2. Prince of Songkla University (Thailand) 58 4.1.3. Universitas Pendidikan Indonesia 69 (Indonesia) 4.1.4. University of San Agustin (Philippines) 77 4.1.5. University of San Carlos (Philippines) 84 4.1.6. Universiti Sains Malaysia (Malaysia) 94 4.1.7. Universiti Teknologi Malaysia (Malaysia) 103 4.1.8. Yangon University of Education (Myanmar) 110 4.2. Student Workload Analysis 118 4.3. Implication on the Survey Data 120 CHAPTER 5: Experiences of Implementing Universities 123 5.1. Revitalising the Critical Reading and Writing 1 (CRW1) Module at the English 6 Language Education Department of Sanata Dharma University 124 5.1.1. English Education Department of Sanata Dharma University 124 5.1.2. The Curriculum of the English Education Department 124 5.1.3. Competencies Alignment of English Education Department and Tuning TASE Meta-Profile 136 5.1.4. Revitalising the English Education Department through Module Enhancement and Classroom Action Research 137 5.1.5. Conclusion and Reflection 139 5.2. Harmonising the Teacher Education Re-Designed Programme of West Visayas State University with National Reforms in the Philippines 140 5.2.1. The National Context in the Philippines 140 5.2.2. Meaning Making through Mapping the TA-SE Competencies with CMO No. 74 s. 2017 BEEd Programme Outcomes 141 5.2.3. Horizontal and Vertical Alignment in the Partial Implementation 146 5.2.4. Lessons Learned and Incidental Opportunities 151 7 PREFACE Internationalisation of higher education in Southeast Asia is a mul- tidimensional process that promotes the development of an inte- grated higher education space in the region. In this context the ASE- AN University Network (AUN) plays a crucial role, providing a platform for discussions on policy development for higher educa- tion, and strengthening existing cooperation networks among uni- versities in Southeast Asia. In 2016, AUN and the Tuning Academy started an Erasmus+ pro- ject with the goal of achieving cross-border collaboration, sub-regional- ly and regionally, in curriculum development, educational standards and quality assurance; joint structural convergence, consistency of sys- tems, as well as compatibility, recognition and transfer of degrees in order to facilitate mobility. As a result, the Tuning TA-SE project was adopted as a possible instrument for advancing the Southeast Asian cooperation process with curriculum at the heart of the initiative. The Tuning Asia-South East (TA-SE) project uses the “Tuning methodology”, which has been successfully implemented in 130 coun- tries since 2000. It is a university-driven project which aims to offer higher education institutions and subject areas a concrete approach to implementing competency-based and student-oriented approach- es. Most importantly, Tuning has served as a forum for developing reference points at subject area level. These are relevant for making programmes of studies comparable, compatible and transparent. According to Tuning, the change from a staff-centred approach to a student-oriented approach emphasises the fact that it is the stu- dents who have to be prepared to the greatest extent possible for their future roles in society. At this moment in the global process of re- forms in higher education, it is experientially clear that it is not enough just to desire change, or even to programme it at the general level, but rather it is necessary to consider processes and tools at the institutional level. 9 The TA-SE project has brought together a group of experts, highly qualified in their fields, from 23 reputed higher education institutions in 7 countries in Southeast Asia (Cambodia, Indonesia, Malaysia, Myan- mar, the Philippines, Thailand and Vietnam). It has provided a struc- tured way for them to work together, both on issues regarding 3 subject areas (Civil Engineering, Medicine and Teacher Education) and on as- pects relevant to the entire area of higher education. Much of Tuning’s work focuses on the role of subject areas. This aspect of Tuning reflects the conviction that only those who have actual knowledge and experi- ence in teaching and research at an advanced level can create the frame- work for developing new programmes and guarantee their quality, in design and delivery, in the new global context. The TA-SE project has provided a platform for developing under- standing and insight into how this can be best accomplished. In a care- fully organised process of dialogue and debate, all the universities in- volved have reached deeper levels of understanding regarding the elements which constitute the essence of degree programmes in a na- tional and international setting. Both common and diverse elements have been identified and formulated in wording which is commonly understood. For the last nineteen years, Tuning has proved to be an ef- fective way of reaching international consensus while respecting –and indeed
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