LEADER 02546nam 2200421 450 001 9910220553303321 005 20230802000110.0 035 $a(CKB)3810000000213749 035 $a(OCoLC)842295045 035 $a(EXLCZ)993810000000213749 100 $a20171016d2012 uy 0 101 0 $adut 135 $aurcn#nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSectorstudie toezicht hoger onderwijs /$fPieter Huisman, Frans de Vijlder 210 1$aDen Haag :$cWetenscappelijke Raad voor het Regeringsbeleid (WRR),$d2012. 215 $a1 online resource (57 unnumbered pages) 225 0 $aOpen Access e-Books 225 0 $aKnowledge Unlatched 225 1 $aWebpublicatie ;$vNr. 64 300 $a"Mei 2012" 320 $aIncludes bibliographical references. 330 $aBij het hoger onderwijs is er intensieve discussie over de rol van het overheidstoezicht en de ruimte voor eigen verantwoordelijkheid van instellingen. De ambities voor het hoger onderwijs zijn dan ook voortdurend aan verandering onderhevig, mede vanwege het belang van de ontwikkeling van de kenniseconomie. De overheid scherpt eisen aan de kwaliteit van het hoger beroepsonderwijs aan en dat brengt meer spanningsvelden met zich mee. De serie WRR-webpublicaties omvat studies die in het kader van de werkzaamheden van de WRR tot stand zijn gekomen. De verantwoordelijkheid voor de inhoud en de ingenomen standpunten berust bij de auteurs. 330 $aIn higher education there is intensive discussion about the role of government supervision and the scope for institutions' own responsibility. The ambitions for higher education are therefore constantly changing, partly due to the importance of the development of the knowledge economy. The government tightens requirements for the quality of higher professional education, and that brings with it more areas of tension. The series of WRR web publications includes studies that have been produced as part of the work of the WRR. The responsibility for the content and the positions taken rests with the authors. 410 0$aWebpublicatie ;$vNr 64. 606 $aEducation, Higher$zNetherlands 615 0$aEducation, Higher 676 $a378.9492 700 $aHuisman$b Pietar$0919333 702 $aVijlder$b Frans J. de$g(Franciscus Johannes),$f1955-, 801 0$bAuAdUSA 801 1$bAuAdUSA 906 $aBOOK 912 $a9910220553303321 996 $aSectorstudie toezicht hoger onderwijs$92061869 997 $aUNINA LEADER 03277 am 22005413u 450 001 9910263752603321 005 20230814221857.0 010 $a1-911534-69-6 024 7 $a10.16997/book13 035 $a(CKB)4100000002678553 035 $a(OAPEN)645081 035 $a(EXLCZ)994100000002678553 100 $a20180910h20182018 fy 0 101 0 $aeng 135 $aurmu#---auuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDeveloping educators for the digital age $ea framework for capturing knowledge in action /$fPaul Breen 210 1$aLondon, England :$cUniversity of Westminster Press,$d2018. 210 4$dİ2018 215 $a1 online resource (viii, 210pages) $cillustrations; PDF, digital file(s) 311 08$aPrint version: 9781911534686 320 $aIncludes bibliographical references and index. 330 $a"Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession. Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers ? in their own voices ? indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations.Tis book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching." 606 $aTeachers$xEducation (Continuing education)$zGreat Britain 606 $aInternet in education 606 $aELT: teaching theory & methods$2bicssc 606 $aELT: English for academic purposes$2bicssc 606 $aPhilosophy & theory of education$2bicssc 606 $aAdult education, continuous learning$2bicssc 606 $aEducational equipment & technology, computer-aided learning (CAL)$2bicssc 606 $aStudy & learning skills: general$2bicssc 615 0$aTeachers$xEducation (Continuing education) 615 0$aInternet in education. 615 7$aELT: teaching theory & methods 615 7$aELT: English for academic purposes 615 7$aPhilosophy & theory of education 615 7$aAdult education, continuous learning 615 7$aEducational equipment & technology, computer-aided learning (CAL) 615 7$aStudy & learning skills: general 676 $a371.3344678 700 $aBreen$b Paul$f1971-$0966883 801 2$bUkMaJRU 906 $aBOOK 912 $a9910263752603321 996 $aDeveloping educators for the digital age$92194721 997 $aUNINA