Teachers' education and the Bologna Process: a survey on trends in learning structures at institutions of teachers' education
Needs of national development in all countries, progressing European co-operation ::: and association as well as globalisation have caused in last few years a particular ::: challenge (also) to higher education systems and institutions. The response to this ::: challenge in Europe is widely known today as the Bologna process. Four years after ::: signing the Bologna Declaration (1999) with its six main “action lines”,1 and two ::: years after Prague communique (2001) which added three further “action lines”2 to ::: the list, the process of establishment of the European Higher Education Area (EHEA) ::: deepened to the institutional level.
ABSTRACT In the writers’ previous article (Thompson, Baggaley & Jamieson, 1975) the study of communication was discussed in terms of two concepts relevant to educational television: representation and review. In their second paper they explore the problems of television production further, introducing two new concepts, of intention and interpretation, and outlining the conflict that may arise between them in practice.