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La evaluación de la efectividad de los profesores universitarios a través de los estudiantes en Nueva Zelanda: Una reflexión crítica

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La evaluación de la efectividad de los profesores universitarios a través de los estudiantes en Nueva Zelanda: Una reflexión crítica

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Harland, A. (2021). La evaluación de la efectividad de los profesores universitarios a través de los estudiantes en Nueva Zelanda: Una reflexión crítica. REDU. Revista de Docencia Universitaria. 19(2):17-32. https://doi.org/10.4995/redu.2021.16017

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/179301

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Title: La evaluación de la efectividad de los profesores universitarios a través de los estudiantes en Nueva Zelanda: Una reflexión crítica
Secondary Title: A critical reflection on the student evaluation of the effectiveness of university teachers in New Zealand
Author: Harland, Anthony
Issued date:
Abstract:
[EN] In this article I write about my experiences of the student evaluation of teaching by drawing on several decades of work as a researcher, teacher and academic developer. I address three complex questions that have ...[+]


[ES] Este artículo describe mis experiencias con la evaluación de la enseñanza por parte de los alumnos, basándose en varias décadas de trabajo como investigador, docente y académico. Abordo tres preguntas complejas que ...[+]
Subjects: Evaluation , Teacher , Neoliberalism , Compliance , New Zealand , Evaluación , Docente , Neoliberalismo , Cumplimiento de obligaciones profesionales , Nueva Zelanda
Copyrigths: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Source:
REDU. Revista de Docencia Universitaria. (eissn: 1887-4592 )
DOI: 10.4995/redu.2021.16017
Publisher:
Universitat Politècnica de València
Publisher version: https://doi.org/10.4995/redu.2021.16017
Type: Artículo

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References

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Duckworth, A.L., Quinn, P.D. and Seligman, M.E., 2009. Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), pp.540-547. https://doi.org/10.1080/17439760903157232

Foucault, M., (1998). The will to knowledge: The history of sexuality vol. I. London, Penguin [+]
Brenneis, D., Shore, C. and Wright, S., (2005). Getting the measure of academia: universities and the politics of accountability. Anthropology in Action, 12(1), 1-10. https://doi.org/10.3167/096720105780644362

Duckworth, A.L., Quinn, P.D. and Seligman, M.E., 2009. Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), pp.540-547. https://doi.org/10.1080/17439760903157232

Foucault, M., (1998). The will to knowledge: The history of sexuality vol. I. London, Penguin

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Harland, T., (2009). The university, neoliberal reform and the liberal educational ideal. The Routledge international handbook of higher education, 511-521. https://doi.org/10.4324/9780203882221-37

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Harland, T., Tidswell, T., Everett, D., Hale, L. and Pickering, N. (2010). Neoliberalism and the academic as critic and conscience of society. Teaching in Higher Education, 15(1), 85-96. https://doi.org/10.1080/13562510903487917

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Kiely, R. (2018). The neoliberal paradox. Edward Elgar Publishing. https://doi.org/10.4337/9781788114424

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