000			02023 a2200361 4500
001			1317554612
005			20250317111610.0
008			250312042016GB 5 eng
020			_a9781317554615
037			_bTaylor & Francis _cGBP 35.99 _fBB
040			_a01
041			_aeng
072	7		_aJNA _2thema
072	7		_aJNT _2thema
072	7		_aJNMT _2thema
072	7		_aJNF _2thema
072	7		_aJNA _2bic
072	7		_aJNT _2bic
072	7		_aJNMT _2bic
072	7		_aJNF _2bic
072	7		_aEDU043000 _2bisac
072	7		_aEDU015000 _2bisac
072	7		_aEDU029000 _2bisac
072	7		_aEDU000000 _2bisac
072	7		_a378.0091724 _2bisac
100	1		_aCristine Smith
245	1	0	_aFaculty Development in Developing Countries _bImproving Teaching Quality in Higher Education
250			_a1
260			_aOxford _bRoutledge _c20161118
300			_a208 p
520			_bLearner-centered approaches to teaching, such as small group discussions, debates, role plays and project-based assignments, help students develop critical thinking, creativity and problem-solving skills. However, more traditional lecture-based approaches still predominate in classrooms in higher education institutions around the world. Faculty development programs can support faculty members to adopt new teaching methods, even in situations where they face significant challenges due to lack of resources, on-going conflict, political upheaval, or the legacy of colonialism in their educational systems. This volume presents research and practice on faculty development for improving teaching in developing countries. Based on the concept that "we teach as we were taught," the case studies in this volume describe ways to organize professional development to help higher education faculty members shift from lecture-based to active learning teaching for students who will become the next generation of teachers, practitioners, professionals and policymakers in their respective countries.
700	1		_aKatherine Hudson _4B01
999			_c4825 _d4825