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022_000018/0000

Tanulásközpontú felsőoktatás. Oktatók a tanításról, szakmai fejlődésről és tanulásról

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Author
Kálmán Orsolya
Title (EN)
Learning-Centred Teaching in Higher Education. Hungarian university teachers' perspectives on teaching, professional development and learning
Field of science
Oktatástudomány / Educational sciences (12830), Felsőoktatás / Higher education (12836)
Series
Metszéspontok
Type of publication
monográfia
022_000018/0212
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Page 213 [213]
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022_000018/0212

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212 IRODALOM Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4 (2). http://dx.doi.org/10.20343/ teachlearninqu.4.2.3 Hénard, F. & Leprince-Ringuet, S. (s. n.): The Path to Quality Teaching in Higher Education, OECD IMHE. Hénard, F. & Roseveare, D. (2012): Fostering Quality Teaching in Higher Education: Policies and Practices. OECD IMHE. URL: http://www.oecd.org/edu/imhe/QT %20policies%20 and%20practices.pdf Hicks, M., Smigiel, H., Wilson, G. & Luzeckyj, A. (2010): Preparing academics to teach in higher education. Final Report. Sydney: Australian Learning and Teaching Council. Hitch, D., Macfarlane, S. & Nihill, C. (2015): Inclusive pedagogy in Australian universities: a review of current policies and professional development activities, International journal of the first year in higher education, 6 (1): 135-145. doi: 10.5204/intjfyhe.v6i1.254 Hoidn, S. & Kärkkäinen, K. (2014): Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours, OECD Education Working Papers, No. 100, OECD Publishing, URL: http:// dx.doi.org/10.1787/5k3tsj671226-en Honkimäki, S. & Kalman, O. (2012): Approaches to Transition Support for First Year Students in Higher Education. In: Tynjala P, Stenstrém M & Saarnivaara, M. (eds.). Transitions and Transformations in Learning and Education. Dordrecht: Springer-Verlag, 247-270. Horváth, L. (2019). A felsőoktatási intézmény mint tanuló szervezet. Doktori értekezés. ELTE PPK Neveléstudományi Doktori Iskola. Horváth, L., Kálmán, O. 8z Saád, J. (2018): Felsőoktatás és innováció. In: Kováts G. g Temesi J. (szerk.): A magyar felsőoktatás egy évtizede. 2008-2017. NFKK kötetek 2. Budapest Corvinus Egyetem Nemzetközi Felsőoktatási Kutatások Központja, 183—201. Horvath, L., Simon, T. & Kovács, A. (2016): Development and Embedding of the Horizontal Learning System into the Hungarian Institutional System of Pedagogical Services, In: Livingston, K. - Macfarlane, G. (eds.): Teacher Education Through Partnerships and Collaborative Learning Communities: Conference Proceedings of ATEE 40th Annual Conference 2015. Glasgow: ATEE, 205-216. Hott, B. & Tietjen-Smith, T. (2018): The professional development needs of tenure track faculty at a regional university. Research in Higher Education, 36, 1-12. Jaramillo-Baquerizo, C., Valcke, M. & Vanderlinde, R. (2019): Professional development initiatives for university teachers: Variables that influence the transfer of learning to the workplace, Innovations in Education and Teaching International, 56 (3): 352-362. doi: 10.1080/14703297.2018.1479283 Jaaskela, P., Hakkinen, P. & Rasku-Puttonen, H. (2017): Supporting and Constraining Factors in the Development of University Teaching Experienced by Teachers. Teaching in Higher Education, 22 (6): 655-671. doi:10.1080/13562517.2016.1273206

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