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999 _c101880
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001 978-3-030-32846-7
003 DE-He213
005 20210115154315.0
007 cr nn 008mamaa
008 191219s2019 gw | s |||| 0|eng d
020 _a9783030328467
024 7 _a10.1007/978-3-030-32846-7
_2doi
040 _cМУБИС
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aJNMT
_2thema
082 0 4 _a370.711
_223
100 1 _aGabalán-Coello, Jesús.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aEvaluating Teaching Practices in Graduate Programs
_h[electronic resource] /
_cby Jesús Gabalán-Coello, Fredy Eduardo Vásquez-Rizo, Michel Laurier.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aIX, 139 p. 8 illus., 6 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _aChapter 1 - Evaluation in the university context: from the general to the particular -- Chapter 2 - A brief overview of authors and theories -- Chapter 3 - And then.... what is important in graduate programs? -- Chapter 4 - A proposal to determine the influencing factors -- Chapter 5 - Empirical evidence: application in a specific case study -- Chapter 6 - Final reflections.
520 _aThis book proposes a method to evaluate the work of teachers acting in a very specific educational context: graduate programs at higher education institutions. There are many publications on the field of measurement and evaluation of teaching practices, but these studies are usually conducted at the undergraduate level and ignore the nuances of teaching practices at the graduate level. Should professors demonstrate the same skills when they teach in undergraduate programs as they do when they teach in graduate programs? Is it appropriate to use the same assessment tools both at the undergraduate and the graduate levels? Do the teaching practices evolve the same way at the graduate and undergraduate levels? The book intends to answer these questions by introducing a methodological approach to find the relevant variables that are the foundation of professional practices at the graduate level as determined by the scientific community and through the analysis of the stakeholders’ perceptions. The proposed methodological approach combines quantitative and qualitative research techniques to identify and explain, within a mixed-method framework, the most important factors that lead to teaching quality at graduate level. Therefore, How to Evaluate Teaching Practices in Graduate Practices will be a valuable resource for students, university professors and educational administrators interested in quality assurance processes in higher education institutions.
650 0 _aTeaching.
650 0 _aAssessment.
650 0 _aHigher education.
650 1 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aAssessment, Testing and Evaluation.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O33000
650 2 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
700 1 _aVásquez-Rizo, Fredy Eduardo.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aLaurier, Michel.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030328450
776 0 8 _iPrinted edition:
_z9783030328474
830 0 _aSpringerBriefs in Education,
_x2211-1921
856 4 0 _uhttps://doi.org/10.1007/978-3-030-32846-7
942 _2ddc
_cEBOOK