Professionalisation of Teaching in Universities: Implications from a Training Perspective

Abstract

profesor desde una perspectiva profesional. Finalmente, se analizan algunas implicaciones de dicho planteamiento sobre la formación de los formadores en la educación superior. Palabras clave profesionalización, desarrollo profesional, aprendizaje permanente, formación por competencias, formación de formadores, educación superior

Professional development in teacher digital competence and improving school quality from the teachers’ perspective: a case study

“…Based on a comprehensive self-diagnosis of ICT incorporation, the school established quality indicators and performed analyses of training needs, considered to be an activity related to the established indicators. This systematic reflection on professional development and the self-assessment of learning needs are recognised as a basis for autonomous learning at the school level (Tejada, 2013). Using these two elements, a school training plan (STP) was developed, which was specified in the in-service training plan (ITP), constituting an ongoing professional development activity for the teaching staff.…”

The Mediating Effect of Training Perspective on the Relationship Between Competency Potential and Career Progression of Technical Vocational Trainers

“…This finding significantly connects to the statements of Flippo (1984) [24] and Kulkani (2013) [36] that the increased in knowledge and skills of an employee or trainer for doing the task of particular job in the workplace (Su-Chin Hsieh,et al2012 [52], Bradford, 2007) [14] is evidenced through training or professional development. Further, the training context now-a-days is important relating to the three perspectives such as: integral formal, non-formal and informal learning systems, lifelong learning and competency-based training (Fernandez, 2013) [23]. Lastly, training perspective and career progression is significantly related also as shown in the result of the study.…”

A Cluster Analysis of MOOC Stakeholder Perspectives

“…This kind of learning tends to be experimental, spontaneous, and free from rigid curricula; thus offering new opportunities for personal development (Fernández, 2013). Figure 2 and the characteristics of these MOOC types as discussed in the literature (Coates, 2013;Gaebel, 2013;Yousef, et al, 2014a).…”