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Teacher development in higher educat...

Simon, Eszter.

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Teacher development in higher education = existing programs, program impact, and future trends /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher development in higher education/ edited by Eszter Simon and Gabriela Pleschova.
其他題名:	existing programs, program impact, and future trends /
其他作者:	Simon, Eszter.
出版者:	New York :Routledge, : 2013.,
面頁冊數:	xvi, 313 p. :ill.
內容註:	pt. 1. Training for what? : instructional development for graduate students -- pt. 2. Using programme assessments to improve programme design -- pt. 3. Top-down determinants of success in instructional development programmes -- pt. 4. Theorizing about instructional development.
標題:	College teachers - Case studies. - Training of -
電子資源:	http://www.tandfebooks.com/isbn/9780203096826
ISBN:	9780203096826 (e-book : PDF)

Teacher development in higher education = existing programs, program impact, and future trends /
Teacher development in higher educationexisting programs, program impact, and future trends /[electronic resource] :edited by Eszter Simon and Gabriela Pleschova. - New York :Routledge,2013. - xvi, 313 p. :ill. - Routledge research in education ;83. - Routledge research in education ;32..

Includes bibliographical references and index.

pt. 1. Training for what? : instructional development for graduate students -- pt. 2. Using programme assessments to improve programme design -- pt. 3. Top-down determinants of success in instructional development programmes -- pt. 4. Theorizing about instructional development.

"Concerns about the quality of teaching and learning in higher education have given rise to teacher development programs and centers around the world. This book investigates the challenges and complexities of creating instructional development programs for present and future academics. Using case studies from a variety of countries, including Estonia, Singapore, the United States, and the United Kingdom, it examines issues that are important for higher education researchers as well as for higher education managers. The book introduces different responses from around the world to the need to improve teaching in higher education, demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors, as well as those found in the related literature, to explain program success through theoretical frameworks. This book also provides input for higher-education managers by pointing out how the local context and both institutional and national policy-making may help or hinder the effective preparation of professors for their teaching responsibilities"--

Mode of access: World Wide Web.

ISBN: 9780203096826 (e-book : PDF)Subjects--Topical Terms:

1327352
College teachers
--Training of--Case studies.Index Terms--Genre/Form:

542853
Electronic books.

LC Class. No.: LB1738 / .T43 2013

Dewey Class. No.: 378.12 / T253

Teacher development in higher education = existing programs, program impact, and future trends /
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504 $a Includes bibliographical references and index.
505 0 $a pt. 1. Training for what? : instructional development for graduate students -- pt. 2. Using programme assessments to improve programme design -- pt. 3. Top-down determinants of success in instructional development programmes -- pt. 4. Theorizing about instructional development.
520 $a "Concerns about the quality of teaching and learning in higher education have given rise to teacher development programs and centers around the world. This book investigates the challenges and complexities of creating instructional development programs for present and future academics. Using case studies from a variety of countries, including Estonia, Singapore, the United States, and the United Kingdom, it examines issues that are important for higher education researchers as well as for higher education managers. The book introduces different responses from around the world to the need to improve teaching in higher education, demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors, as well as those found in the related literature, to explain program success through theoretical frameworks. This book also provides input for higher-education managers by pointing out how the local context and both institutional and national policy-making may help or hinder the effective preparation of professors for their teaching responsibilities"-- $c Provided by publisher.
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