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Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium

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Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium

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dc.contributor.author Creten, Sarah es_ES
dc.contributor.author Huyghe, Steven es_ES
dc.coverage.spatial east=4.7034886; north=50.8738238; name=Leuven, Bèlgica es_ES
dc.date.accessioned 2020-04-03T11:02:10Z
dc.date.available 2020-04-03T11:02:10Z
dc.date.issued 2013-12-29
dc.identifier.issn 1887-4592
dc.identifier.uri http://hdl.handle.net/10251/140085
dc.description.abstract [EN] The University of Leuven has a long tradition of organizing professional development activities for novice faculty and celebrates in 2013 the 25th anniversary of the training ‘Teaching at the University of Leuven’. Throughout the years this training has had several formats, designs and names. In 2010 a new modular format of ‘Teaching at the University of Leuven’ was launched and it replaced a classic one-year program. Some key elements of this new training format are ‘flexibility’ (participants create their own training program) and the focus on ‘learning in the workplace’ (participants transfer and implement what has been learned to their own workplace and curriculum). In the spring of 2012, two years after the implementation, the training was evaluated. This self-evaluation evoked several critical reflections and challenges to continue the ongoing process of optimization. Expanding and diversifying the program is high on the priority list. 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 Teacher Training es_ES
dc.subject Higher Education es_ES
dc.subject Novice faculty es_ES
dc.subject Modular format es_ES
dc.subject Workplace learning es_ES
dc.subject Heterogeneous groups es_ES
dc.subject Teaching beliefs es_ES
dc.subject Research-based training es_ES
dc.subject Formación del Profesorado es_ES
dc.subject Educación Superior es_ES
dc.subject Profesores principiantes es_ES
dc.subject Formato modular es_ES
dc.subject Formación en el trabajo es_ES
dc.subject Grupos heterogéneos es_ES
dc.subject Creencias sobre la enseñanza es_ES
dc.subject Formación basada en la investigación es_ES
dc.title Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium es_ES
dc.title.alternative Enseñar en la Universidad de Leuven: un caso de formación docente en Educación Superior en Flandes, Bélgica es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/redu.2013.5521
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Creten, S.; Huyghe, S. (2013). Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium. REDU. Revista de Docencia Universitaria. 11(3):73-90. https://doi.org/10.4995/redu.2013.5521 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/redu.2013.5521 es_ES
dc.description.upvformatpinicio 73 es_ES
dc.description.upvformatpfin 90 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\5521 es_ES
dc.relation.references Biggs, J. (1999). Teaching for quality learning at university. Buckingham: Society for Research in Higher Education, Open University Press. es_ES
dc.relation.references Elen, J. (2002). Reality of excellence in higher education: The case of guided independent learning at the K.U.Leuven. In E. Decorte (ed.). Excellence in Higher Education. London: Portland Press, 109-126. es_ES
dc.relation.references Fink, D.L. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. es_ES
dc.relation.references Huyghe, S., Totté, N. and Verhagen, A. (2013, June). Building the curriculum in Higher Education: a conceptual framework. Paper presented at the International Enhancement Themes Conference, Glasgow, 11-13 June 2013 Conference proceedings: Tuesday 11 June Parallel Session 1 p. 155-165 Available at: http://www.enhancementthemes.ac.uk/docs/conference-files/parallel-session- 1.pdf?sfvrsn=8 (accessed 25 June 2013). es_ES
dc.relation.references Verburgh, A., Schouteden, W., Elen, J. (2012). Patterns in the prevalence of researchrelated goals in Higher Education Programmes. Teaching in Higher Education, art.nr. 10.1080/13562517.2012.719153, 1-13. es_ES
dc.relation.references Wiggins, G. and McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development. es_ES


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