Teachers development. It can not be longer accepted that academic career gives automatically qualifications for new didactic tasks It is anachronic to.

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Presentation transcript:

Teachers development

It can not be longer accepted that academic career gives automatically qualifications for new didactic tasks It is anachronic to gain teaching competencies by apprenticeship only

Teachers development: The professional authority of the academic as scholar rests on a body of knowledge The professional authority of the academic as teacher should rest on a body of didactic knowledge (now the subject in question is best learned and taught) Ramsden 1992

Facilitator Assessor Planner Resource developer Information provider Role model

Rewarding Motivating Upgrading Training in basic teaching skills

3. An art of presentation 2. Educational goals and setting of curriculum 1.The role and personality of an academic teacher “Methods of training and evaluation” (for PhD students in Medical College) Programm for the course:

6. E-learning 5. Interactive methods of teaching 4. Various didactic formats (lectures, small group teaching, PBL, TBL) “Methods of training and evaluation” cont. 7. Evaluation of students (knowledge) 8. Evaluation of students (practical skills) 9. Evaluation of courses and teachers

Good teaching: 1.Related to clear statement of goals UMDS 6.Uses suitable teaching aids 5.Encourages them to study independenty 4. Motivates the students 3. Takes into account students needs 2. Based on clearly defined objectives

Good teaching: UMDS 11. Is reflective and self-critical 10. Is based on sound understanding of theories 9. Is directly linked to research 8. Uses valid and fair assessment of students 7. Develops effective student feedback

Rewarding good teaching Financial reword Time reward Promotion in academic career Rector’s / Dean’s Prize for the Best Teachers („Master Docendi”

National Quality Assurance Systems by 2005 should include: - Definition of the responsible bodies -Evaluation of programmes, or institutions including internal assessment, external review, participation of students and the publication of result -Aaccreditation, certification or comparable procedures -International participation, co-operation and networking Berlin Communique 2003

Quality vs Ranking Quality has to be seen in a context: - school with a defined scope - teacher of particular subject It is difficult to establish objective criteria for all aspects