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dc.contributor.author | Kato, Kaori | es_ES |
dc.coverage.spatial | east=138.252924; north=36.204824; name=Japó | es_ES |
dc.date.accessioned | 2020-04-03T08:58:01Z | |
dc.date.available | 2020-04-03T08:58:01Z | |
dc.date.issued | 2013-12-29 | |
dc.identifier.issn | 1887-4592 | |
dc.identifier.uri | http://hdl.handle.net/10251/140071 | |
dc.description.abstract | [EN] University teacher training in Japan has been promoted as a part of ‘Faculty Development (FD)’. Teacher training became a ‘substantial duty’ to faculties for of undergraduate schools by a ministerial ordinance in 2008 (graduate schools in 2007). However, contents of the Faculty Development are left to each organisation’s discretion, and the ordinance does not have the legal right to mandate the participation of all academic staff in teacher training. In the 2000s, Japanese universities were under the external pressures such as quality assurance inspections, acquisition of external funds, and the exposure of data about their students. These circumstances have promoted the movements of the Faculty Development as KAIZEN (collective improvement by means of the plan-do-check-action cycle) activities of education at institutions. However, a few institutions offer a systematised programme of teaching and learning for academic staff. The teacher training for enhancement of teaching skills is still not a priority in Japan. | es_ES |
dc.description.abstract | [ES] La formación del profesorado universitario en Japón ha sido promovida en el marco del “Desarrollo profesional docente (FD)”. La formación del profesorado se convirtió en un "deber sustancial» para los profesores de los centros de pregrado por una orden ministerial en 2008 (en 2007 para los centros de posgrado). Sin embargo, el contenido de la Capacitación Docente queda a la discreción de cada organización, y el marco legal no impone como obligatoria la participación de todo el personal académico en la formación del profesorado. En la década de 2000, las universidades japonesas empezaron a moverse de acuerdo con presiones externas, como las inspecciones para garantizar la calidad, la obtención de fondos externos, y la publicación de datos acerca de sus estudiantes. Estas circunstancias han promovido los movimientos de la Capacitación Docente aplicada a las actividades de educación en las instituciones, y entendidas según el concepto del KAIZEN (proceso de mejora colectiva que sigue el ciclo planificación-acción-verificación). Sin embargo, la formación del profesorado basada en las habilidades de enseñanza todavía no es una prioridad en Japón. | es_ES |
dc.language | Inglés | es_ES |
dc.publisher | Universitat Politècnica de València | es_ES |
dc.relation.ispartof | REDU. Revista de Docencia Universitaria | es_ES |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | University Teacher Training | es_ES |
dc.subject | Higher Education | es_ES |
dc.subject | Faculty Development | es_ES |
dc.subject | Formación del Profesorado de la Universidad | es_ES |
dc.subject | Educación Superior | es_ES |
dc.subject | Capacitación Docente | es_ES |
dc.title | University Teacher Training in Japan | es_ES |
dc.title.alternative | La Formación en Docencia Universitaria en Japón | es_ES |
dc.type | Artículo | es_ES |
dc.identifier.doi | 10.4995/redu.2013.5519 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Kato, K. (2013). University Teacher Training in Japan. REDU. Revista de Docencia Universitaria. 11(3):53-63. https://doi.org/10.4995/redu.2013.5519 | es_ES |
dc.description.accrualMethod | OJS | es_ES |
dc.relation.publisherversion | https://doi.org/10.4995/redu.2013.5519 | es_ES |
dc.description.upvformatpinicio | 53 | es_ES |
dc.description.upvformatpfin | 63 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.description.volume | 11 | es_ES |
dc.description.issue | 3 | es_ES |
dc.identifier.eissn | 1887-4592 | |
dc.relation.pasarela | OJS\5519 | es_ES |
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