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dc.contributor.author | González-Geraldo, José | es_ES |
dc.contributor.author | Monroy, Fuensanta | es_ES |
dc.date.accessioned | 2018-06-26T07:13:36Z | |
dc.date.available | 2018-06-26T07:13:36Z | |
dc.date.issued | 2017-06-26 | |
dc.identifier.isbn | 9788490485903 | |
dc.identifier.uri | http://hdl.handle.net/10251/104636 | |
dc.description.abstract | [EN] The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers’ approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF). The poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed. | es_ES |
dc.format.extent | 8 | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Editorial Universitat Politècnica de València | es_ES |
dc.relation.ispartof | Proceedings of the 3rd International Conference on Higher Education Advances | es_ES |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Higher Education | es_ES |
dc.subject | Learning | es_ES |
dc.subject | Educational systems | es_ES |
dc.subject | Teaching | es_ES |
dc.subject | Teacher development programme | es_ES |
dc.subject | Teacher training | es_ES |
dc.subject | Approaches to teaching | es_ES |
dc.subject | Teaching approaches | es_ES |
dc.title | Impact of a teacher development programme on approaches to teaching in higher education | es_ES |
dc.type | Capítulo de libro | es_ES |
dc.type | Comunicación en congreso | es_ES |
dc.identifier.doi | 10.4995/HEAD17.2017.5052 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | González-Geraldo, J.; Monroy, F. (2017). Impact of a teacher development programme on approaches to teaching in higher education. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 125-132. https://doi.org/10.4995/HEAD17.2017.5052 | es_ES |
dc.description.accrualMethod | OCS | es_ES |
dc.relation.conferencename | Third International Conference on Higher Education Advances | es_ES |
dc.relation.conferencedate | June 21-23,2017 | es_ES |
dc.relation.conferenceplace | Valencia, Spain | es_ES |
dc.relation.publisherversion | http://ocs.editorial.upv.es/index.php/HEAD/HEAD17/paper/view/5052 | es_ES |
dc.description.upvformatpinicio | 125 | es_ES |
dc.description.upvformatpfin | 132 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.relation.pasarela | OCS\5052 | es_ES |