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Development and benefits of a teaching standards framework(基調講演、特集、大学における基本的教育力の基準枠組み作成の意義と今後の課題(第23回全学FD))
http://hdl.handle.net/10191/17160
http://hdl.handle.net/10191/17160c3106fe8-6202-4ffc-b9d9-ad7a4a98cb29
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ_16_40-44.pdf (682.8 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2012-01-30 | |||||
| タイトル | ||||||
| タイトル | Development and benefits of a teaching standards framework(基調講演、特集、大学における基本的教育力の基準枠組み作成の意義と今後の課題(第23回全学FD)) | |||||
| タイトル | ||||||
| タイトル | Development and benefits of a teaching standards framework(基調講演、特集、大学における基本的教育力の基準枠組み作成の意義と今後の課題(第23回全学FD)) | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| 著者 |
Baume, David
× Baume, David |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This paper shows how the development of a teaching framework at Niigata University is located in a broader international context. To help with this location, this paper summarizes the story of the development of professional standards for University teachers in the UK. The paper then suggests how Niigata University, and more broadly Japanese Higher Education, may be able to take some encouragement, and perhaps some small lessons, from the UK experience. The paper explores the shows how the Niigata framework relates to a broader international account of the issues a teaching standards framework must address. It concludes with some thoughts on possible approaches to implementation at Niigata. The article is based on a presentation given to senior staff at Niigata University on May 2nd 2009, along with a presentation on the Niigata teaching framework by Kaori Kato, who is an associate professor of Niigata University. | |||||
| 書誌情報 |
大学教育研究年報 en : 大学教育研究年報 巻 16, p. 40-44, 発行日 2010-10 |
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| 出版者 | ||||||
| 出版者 | 新潟大学大学教育機能開発センター | |||||
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| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10479385 | |||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
