Libros: investigaciones científicas

Hojas digitadas de un árbol universitario: cómo mejorar la profesión docente

This book is concerned with teaching for students at a university level and faculty development. This book will look at how teaching and research can be brought into a closer relationship. This book welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally

This book builds on the tradition of concern for university innovation that has characterized higher education throughout the world. It recognizes the university needs for continuous development of students and faculty. It involves recommendations applicable to classroom teaching, thus providing a bridge between research and practice. It helps readers meet some university challenges and build effective universities for present times. For all those reasons, we believe that this book is right. The need for renewed focus on innovation in higher education stems from several sources. First, some social and educational agencies are expressing dissatisfaction with the performance of the general higher education system. Although we do not agree with the criticism, many universities around the world assume their responsibility for launching research projects, and programs for promoting quality in teaching and learning within their faculty and community. Second, the world in which universities operate is changing noticeably. Colleges and universities are experiencing basic changes in student admission and placement. In the nearest future the student body will be over 25 years of age. Students will need methodologies to access learning materials and participate in online actions and communications over the Internet at their own convenience. The third reason for a special attention on university innovations comprises market competition in society. Students are annually evaluating the value of any university degree based upon their perceptions on quality in flexible teaching, resources and new educational technologies, campus and classroom learning environments, services and fees. Students are demanding more than a piece of paper as a premium placed on a college degree. They envisage universities must provide the major guide and best way for finding jobs and career progress. Fourth, colleges and universities are encouraging the development of long-distance education and massive open online courses. Government agencies foster competition among institutions, in order to provide powerful mental tools to help students to master tough subjects. Besides, private higher education institutions are emerging and competing for students with those of the public sector. Finally, some books outline improvement processes needed by faculty members to undertake curriculum and teaching innovations. However, very few claim to describe the teaching competencies needed by university faculty who work in higher education classroom settings. Furthermore, universities offering innovation programs and courses use those competencies to identify learning change and teacher and student progress toward curriculum development. (Imprint: Nova)

Alegre, O.M. y Villar, L.M. (2011). «Faculty Professional Learning: An Examination of Online Development and Assessment Environments». Hershey: IGI GLOBAL, Chapter 6, pp. 66-92.

Alegre-Rosa, O. M. y Villar-Angulo, L. M. (2010). «Training Teachers in Virtual Scenario: An Excellence Model for Quality Assurance in Formative Programmes». Hershey: IGI GLOBAL, Chapter 11, pp. 190-212.

Chapter 1.19 DOI: 10.4018/978-1-60960-783-8.ch1.19 ABSTRACT The model Faculty Electronic Professional Learning and Portfolio ( FEPLP) is viewed as cyclic with six basic entry points: quality man – agement of academic development, professional development programmes, e-mentoring for new faculty teachers, development teaching and as – sessment competences in a blended environment, web-supported faculty assessment strategies, and review of an e-portfolio. This computer-mediated model includes a range of multiple representations of teaching competences that seek to provide for different professional development programmes for faculty in higher education, increases e-men – toring interactions, and provides a more closely reflection on campus e-learning experiences. The authors also investigated future staff developments including further competence module and online course development inspired by this model. INTRODUCTION We describe a Faculty Electronic Professional Learning and Portfolio model ( FEPLP) (see Figure 1). We state that significant changes in quality professional development are likely to take place only after changes in faculty professional learning ( FPL) outcomes are evident, that is, once faculty have experienced professional change in academic learning competences. The model is viewed as cyclic with six basic entry points: quality management of academic development, professional Olga M. Alegre University of La Laguna, Spain Luis M. Villar University of Seville, Spain Faculty Professional Learning: An Examination of Online Development and Assessment Environments. IGI-GLOBAL

Villar Angulo, L.M. y Alegre de la Rosa, O.M. (2011). «Faculty Learning Online Courses». New York: Nova, Chapter 11. pp. 213-232

Villar, L. M. y Marcelo, C. (1992). «Kombination qualitativer und quantitativer Methoden», München, R. Oldenbourg Verlag GmbH, pp. 177-218.

Villar, L. M. (1995). «Reflective Teaching», Elsevier Science Ltd. pp. 178-183.

Alegre-de la Rosa, O.M. y Villar-Angulo, L.M. (2012). Ögretmenlik Mesleginin Degerlendirilmesi: Kariyer Gelisimine Yönelik Mentorlugun Etkileri. Ankara: Basari, pp. 115-132. ISBN: 978-605-364-249-7