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Teacher Development in Higher Education

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academic staff development
Category=JNKH
Category=JNM
Category=JNMT
Coff Ey
Conducting Peer Observations
curriculum assessment strategies
Deep Study Approach
diff
ects
eff
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eq_nobargain
eq_non-fiction
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erences
faculty instructional training
Future Practice
General Academic Level
Grad Cert
graduate teaching preparation
higher education policy analysis
Humboldtian Philosophy
instructional
Instructional Development
Instructional Development Programmes
learning
Par
pedagogical innovation
Pedagogical University Lecturers
Pr Om
Professional Development
programme
programmes
REFLECTIVE PRACTICE
Rst Century
scholarship
Student Focused Teaching Approaches
Teacher Development
teaching
Teaching Award
Teaching Development Programmes
Training PhD Student
UK Professional Standard Framework
Uk Professional Standards Framework
university teacher professionalization programs
University Teaching Programmes
Van Petegem

Product details

  • ISBN 9780415502665
  • Weight: 770g
  • Dimensions: 152 x 229mm
  • Publication Date: 20 Aug 2012
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

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 higher education managers.

The book includes international responses to the need to improve teaching in higher education. It demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors 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.
About
Eszter Simon is an Adjunct Professor of Political Science at the University of Szeged and recurring visiting professor at the Economics University in Bratislava. Gabriela Pleschová works as a staff development adviser at the Institute of Physics, Slovak Academy of Sciences, Bratislava. She also teaches at the Department of East Asian Studies at Comenius University in Bratislava.