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007			cr nn 008mamaa
008			220601s2018 sz | o |||| 0|eng d
020			_a9783031793820
024	7		_a10.1007/978-3-031-79382-0 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aT65.3 _b2018 EB
100	1		_aHeywood, John _d1930- _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9687703
245	1	0	_aEmpowering Professional Teaching in Engineering : _bSustaining the Scholarship of Teaching _cby John Heywood
250			_a1st edition 2018
264		1	_aCham _bSpringer International Publishing _c2018
300			_a1 recurso en línea (XXI, 223 páginas)
336			_aTexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
347			_aarchivo de texto _bPDF
490	0		_aSynthesis Lectures on Engineering _x1939-523X
505	0		_aForeword -- Preface and Introduction -- Acknowledgments -- Accountable to Whom? Learning from Beginning Schoolteachers 1 -- "Oh that we the gift of God to see ourselves as others see us," Learning from Beginning Teachers 2 -- Toward a Scholarship of Teaching. Teaching as Research -- Objectives and Outcomes -- Problem Solving, Its Teaching, and the Curriculum Process -- Critical Thinking, Decision Making, and Problem Solving -- The Scholar Academic Ideology of the Disciplines -- Intellectual Development -- Organization for Learning -- Concept Learning -- Complex Concepts -- The Learning Centered Ideology--How Much Should We Know About Our Students? -- The Learning Centered Ideology--How Much Should We Know About Our Students? -- Intelligence -- Two Views of Competency -- From IQ to Emotional IQ -- Social Reconstruction -- Author's Biography -- Author Index -- Subject Index.
520			_aEach one of us has views about education, how discipline should function, how individuals learn, how they should be motivated, what intelligence is, and the structures (content and subjects) of the curriculum. Perhaps the most important beliefs that (beginning) teachers bring with them are their notions about what constitutes "good teaching". The scholarship of teaching requires that (beginning) teachers should examine (evaluate) these views in the light of knowledge currently available about the curriculum and instruction, and decide their future actions on the basis of that analysis. Such evaluations are best undertaken when classrooms are treated as laboratories of inquiry (research) where teachers establish what works best for them. Two instructor centred and two learner centred philosophies of knowledge, curriculum and instruction are used to discern the fundamental (basic) questions that engineering educators should answer in respect of their own beliefs and practice. They point to a series of classroom activities that will enable them to challenge their own beliefs, and at the same time affirm, develop, or change their philosophies of knowledge, curriculum and instruction.
988			_aSynthesis Collection of Technology_2018
650		7	_9248547 _aIngeniería _xEstudio y enseñanza
776	0	8	_iPrinted edition: _z9783031793837
776	0	8	_iPrinted edition: _z9783031793813
776	0	8	_iPrinted edition: _z9783031793844
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-031-79382-0 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b04/2023 _dz _eb _zSI