Ouvrages consultables au CAPE

 

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Learning to teach in higher education

Auteur(s): Paul Ramsden

 This classic text combines practical advice with sound theory to provide a uniquely stimulating introduction to the practice of university teaching. The book has a simple message : to become a good teacher, first you must understand your students experiences of learning. Out of this grows a set of principles for effective teaching in higher education.

This fully revised and updated new edition reflects a changed higher education environment, addressing issues of quality, standarts and professional development in today’s universities. The book includes new research findings and suggestions for further reading, while case studies of exemplary teaching connect idea to practice.

The book is essential reading for new and experienced lecturers.

Teaching Adults

Auteur(s): Alan Rogers et Naomi Horrocks

 This bestselling book will help anyone who is engaged in teaching adults. Whether you are working with groups or individuals, in a format or informal setting, face-to-face or through blended learning, it will help you to develop a relationship with your student learners while increasing your understanding of yourself as a teacher.

The authors examine different aspects of teaching including :
• What is meant by adult learning and what are the main characteristics of adult learners?
• What is the nature of learning and how does theory relate to practice?
• How do teachers plan learning, set goals, and objectives and most importantly how does a teacher know when learning has taken place?
Each chapter contains a series of activities to help you relate what you are reading to your own experiences.

Key features of the new edition include :
• New research on unconscious and conscious learning
• Coverage of adult learning in formal and non-formal education programmes
• Fully updated and extended activities
• Opportunity for teachers to pause and reflect on their role as teachers

This popular book is valuable reading for experienced teachers who wish to reflect on and improve their practice. It is also useful reading for those who are new to teaching and workplace trainers.

A guide to Staff & Educational development

Auteur(s): Peter Kahn et David Baune

 In recent years, staff and educational development – the systematic and scholarly support for improving educational systems and the practices of educators – has moved to centre stage within higher and further education institutions around the world.

Educational development units are widespread, both within institutions and subject disciplines, and extensive funding is being applied to projects that seek to improve the quality to student learning. Large numbers of staff are now involved in the field, yet often receive little or no professional training or support for their role as developers/

This timely, comprehensive guide is a practical introduction to the key issues and practices in staff and educational development. Leading contributors draw on their expertise and experience to provide authoritative accounts of the core areas that a good developer should know about, from planning a staff development event to promoting strategic organizational change. Essential topics covered include.

• the nature of staff and educational development
• consultancy
• development throught ICT
• evaluating development
• discipline-specific development
• working on educational development projects
• national agendas
• personal and professional coping strategies
• professional and career development

A guide to Staff and Educational Development will be indispensable reference tool for anyone in the early years of his or her career as an agent in higher or further education, and will act as a comprehensive, up-to-date refresher for more experienced staff and educational developers.

Building teaching capacities in higher education

Auteur(s): Alenoush Saroyan et Mariane Frenay

This book – the result of a collaboration of teams of faculty developers, professors, and graduate students from eight institutions in five different Europeans and North American countries – provides a unique international perspective on university-level pedagogy, and offers a new model for educational development.

This collaboration aimed to conceptualize what an internationally appropriate, formal academic program for faculty development in higher education might look like, taking into account differing national contexts – from a framework of national standards for faculty development (U.K. and Scandinavia), to almost universal institutional support (North America), through to the virtual absence of formal programs (France). The first section comprises five case studies that describe current practice in Belgium, Canada, Denmark, France, and Switzerland, and a synthesis chapter that provides a framework for comparing the different systems.

The second objective of the international collaboration was to create and nurture a community of practice, enriched and informed by the contributors’ range of expertise, different higher education traditions, and cultures. This second section of the book presents the culmination of this work a concrete and comprehensive concept map that captures the essence of educational development in higher education, and that defines the necessary skills, expertise, and knowledge. This map can be used to define curricula for education development, and offers guidance on professional development for anyone involved in faculty and educational development.

The book offers practitioners around the world a general framework and model of educational development. The model can serve a number of purposes. It can be used for professional development, for monitoring and assessing the effectiveness of development programs, and to inform research about how best to meet increasing demands for public accountability. For North American readers it offers insight into vision and aims of the Bologna Process with which they may need to engage to maintain international competitiveness. For Europeans, it provides models of best practices and benchmarks for educational development as their institutions become more proactive in developing teaching in their programs.
 

understanding teaching excellence in higher education - towards a critical approach

Auteur(s): Alan Skelton

What makes a university teacher excellent?

As debates rage around whether it is down to subject-knowledge, communication skills, taking a research-led approach or being a technological whiz, this book provides the first in-depth examining interpretations of teaching excellence, it considers what ‘excellent’ means and implies for practice.

Using as its central case study the practice of the UK’s most ‘excellent’ university teachers, as awarded by the National Teaching Fellowship Scheme, this book draws upon insightful interviews with award winners and considers their teaching approaches and development plans. Reference to similar schemes in the USA, Canada, Australia and South Africa offers a comparatives perspective and helps the reader locate national policies and practices within the growing worldwide ‘excellence movement’ in higher education.

Lecturers in any higher education establishment who are passionate about raising the standards of teaching will find much in this book to stimulate their thinking and development. It will make an exceptional companion for students on postgraduate certificate, diploma and masters courses that address teaching and learning in higher education.
 

Dictionnaire des concepts fondamentaux des didactiques

Auteur(s): Yves Reuter

Cet ouvrage présente les concepts fondamentaux des didactiques en précisant leur définition, les questions auxquelles ils répondent, leurs intérêts ainsi que les problèmes qu’ils soulèvent ou les débats qu’ils suscitent. Chacun des concepts est illustré par des exemples et accompagné d’une brève bibliographie renvoyant aux articles ou aux ouvrages essentiels qui ont contribué à son élaboration ou son examen critique.

Cet ouvrage constitue donc un instrument pour s’initier aux didactiques. En tant que tel, il peut être utile aux formateurs d’enseignants pour accompagner leur cours, aux étudiants qui se destinent à l’enseignement et préparent des concours de recrutement, aux enseignants et à tous ceux qui s’intéressent à l’éducation et à l’école. Il constitue, complémentairement, un outil critique qui dresse un état des lieux de ce domaine théorique en grande expansion. En tant que tel, il peut être utile aux chercheurs en sciences humaines et sociales qui s’intéressent aux phénomènes de transmission et de formation, à la culture scolaire et à ses mutations, aux relations entre école et société.
 

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