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Professional Development in Higher Education (Canada)

Wendy A. Crocker

Wendy Crocker is an assistant professor at Western University, Ontario, Canada . Author affiliation details are correct at time of print publication.

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Article

41

...Professional development offerings Professional development in higher education in Canada is more commonly referred to as educational development (Fraser, Gosling, Sorcinelli 2010). It can be described in several ways, owing to its a focus...

Professional Development in Higher Education (Australia)

Lisa J. Cary

Lisa J. Cary is the Head of Professional Learning at Murdoch University, Australia. Author affiliation details are correct at time of print publication.

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Article

29

...Professional development offerings Professional development in Australian universities includes the development of effective teaching, learning innovations, and higher degree research supervision for masters and doctoral courses (ISECD...

Professional Development in Higher Education (Finland)

Johanna Annala

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Johanna Annala is Senior Lecturer at Tampere University, Finland Author affiliation details are correct at time of print publication.

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Jyri Lindén

,

Jyri Lindén is Senior Lecturer at Tampere University, Finland Author affiliation details are correct at time of print publication.

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Petri Nokelainen

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Petri Nokelainen is Professor at Tampere University, Finland Author affiliation details are correct at time of print publication.

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Terhi Skaniakos

Terhi Skaniakos is Senior Specialist at University of Jyväskylä, Finland Author affiliation details are correct at time of print publication.

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Harri Kukkonen

Harri Kukkonen is Principal Lecturer at Tampere University of Applied Sciences, Finland Author affiliation details are correct at time of print publication.

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Article

24

...Professional development offerings Continuing professional development (CPD) refers to “the practices aimed at employees’ development beyond that derived from their initial training” (Collin, Van der Heijden, and Lewis 2012: 155)....

Professional Development in Higher Education (Japan)

Shingo Ashizawa

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Shingo Ashizawa is Professor of International Education at Toyo University, Japan Author affiliation details are correct at time of print publication.

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Gregory Poole

Gregory Poole is Professor of Social Anthropology at Doshisha University, Japan Author affiliation details are correct at time of print publication.

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Hiroshi Ota

Hiroshi Ota is Professor of Comparative and International Education at Hitotsubashi University, Japan Author affiliation details are correct at time of print publication.

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Article

18

...Higher education institutions (HEIs) in Japan are engaged in various types of professional development including leadership training, faculty development (FD), and staff development (SD). This article discusses the main players, variety...

Professional Development in Higher Education (Singapore)

Salleh Hairon

Salleh Hairon is an associate professor at the National Institute of Education, Nanyang Technological University, Singapore. Author affiliation details are correct at time of print publication.

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Article

40

...Professional development offerings Professional development provisions are usually under the purview of one particular department or division in a university. The Teaching, Learning and Pedagogy Division (TLPD) at the Nanyang Technological...

Learning teaching ‘from experience’

Viv Ellis

Viv Ellis is Professor and Head of Education at Brunel University, London, UK, and a Visiting Professor at Bergen University College, Norway. Author affiliation details are correct at time of print publication.

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Janet Orchard

Janet Orchard is a Senior Teaching Fellow in the Graduate School of Education at the University of Bristol, UK. Author affiliation details are correct at time of print publication.

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Learning Teaching from Experience : Multiple Perspectives and International Contexts

Bloomsbury Academic, 2014

Book chapter

26

... A philosophical story Empiricists, rationalists and beyond Recognition of the role that experience plays in human learning and development is far from new. Indeed, interests in learning from experience can be traced back from...

Azerbaijan: The Role of Teachers in Curriculum Reform

Education in Eastern Europe and Eurasia

Bloomsbury Academic, 2014

Education Around the World chapter

88

... realign the sector with the needs of the emerging market economy and the future social developments of the nation’ (Crisan 2007: 8). These principles have been clearly reflected in the Education Law (1992; 2009), which outlined the goals...

Restoring higher education’s mission in teacher education

Learning Teaching from Experience : Multiple Perspectives and International Contexts

Bloomsbury Academic, 2014

Book chapter

8

... and combined with the pragmatics that supporting the development of one’s self as ‘teacher’ requires substantial time, opportunity and practice, it is not surprising that a focus on developing pre-service teachers’ theoretical frameworks...

A Sustainable Model for Experiential Learning

International Perspectives on Higher Education : Challenging Values and Practice

Continuum, 2012

Book chapter

38

... experience in a teacher education program is universally taken for granted. Teacher education programs implicitly and explicitly place considerable emphasis on the relevance of field experiences to teacher candidates’ development. It is recognized...

Cambodia: Evolving Quality Issues in Higher Education

Education in South-East Asia

Bloomsbury Academic, 2013

Education Around the World chapter

58

... emphasis and resources into getting primary and secondary school systems functioning once again in the following three decades (see Chapter 2). The development of a university professor takes time, money and, most of all, good academic...