Teaching Culture
Case Study at a Business School
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It seems that teacher training has never been in the spotlight as it is today. If we think of training as a cycle that has accompanied the development of education, we are at a stage where intense adjustments, adaptations and development have been required. In the case of teacher training for higher education, the challenge seems even greater. New methodological and behavioural processes are required that can contribute to a better and more critical education for students. Higher education institutions must be concerned with the continuing education of their teachers and these must be prepared...
It seems that teacher training has never been in the spotlight as it is today. If we think of training as a cycle that has accompanied the development of education, we are at a stage where intense adjustments, adaptations and development have been required. In the case of teacher training for higher education, the challenge seems even greater. New methodological and behavioural processes are required that can contribute to a better and more critical education for students. Higher education institutions must be concerned with the continuing education of their teachers and these must be prepared to face new teaching challenges. Pedagogical practice in higher education indicates the need for a training process that is meaningful and relevant for both teachers and students, who will soon be the professionals in charge of the problems we face. We believe that the pedagogical training of teachers working in higher education should go beyond didactic improvement, with the aim of strengthening their professional identity.
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