Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium

<p class="REDUTEXTORESUMEN">La Universidad de Lovaina tiene una larga tradición en la organización de actividades de desarrollo profesional para profesores principiantes. En 2013 celebra el 25 aniversario del modelo de formación “Ense&nt...

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Autores principales:	Sarah Creten, Steven Huyghe
Formato:	article
Lenguaje:	EN ES
Publicado:	Universitat Politècnica de València 2013
Materias:	Teacher Training Higher Education novice faculty modular format workplace learning heterogeneous groups teaching beliefs research-based training Education L
Acceso en línea:	https://doaj.org/article/4a6ff4166b594066a204ea02e452608d
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spelling	oai:doaj.org-article:4a6ff4166b594066a204ea02e452608d2021-12-02T11:53:44ZTeaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium1887-45921887-4592https://doaj.org/article/4a6ff4166b594066a204ea02e452608d2013-12-01T00:00:00Zhttp://red-u.net/redu/index.php/REDU/article/view/734https://doaj.org/toc/1887-4592https://doaj.org/toc/1887-4592<p class="REDUTEXTORESUMEN">La Universidad de Lovaina tiene una larga tradición en la organización de actividades de desarrollo profesional para profesores principiantes. En 2013 celebra el 25 aniversario del modelo de formación “Enseñar en la Universidad de Lovaina”. A lo largo de los años, dicha formación ha tenido varios formatos, diseños y nombres. En 2010 se puso en marcha un nuevo formato modular de "Enseñanza de la Universidad de Lovaina" que reemplazó el clásico programa de un año. Algunos de los elementos clave de este nuevo formato de la formación son la "flexibilidad" (los participantes crean su propio programa de entrenamiento) y el enfoque en "el aprendizaje en el lugar de trabajo" (los participantes transfieren y aplican lo aprendido a su propio lugar de trabajo y plan de estudios). En la primavera de 2012, dos años después de la implementación, se evaluó la formación. Esta autoevaluación evocó varias reflexiones críticas y retos acerca de cómo seguir con el proceso de optimización. Ampliar y diversificar el programa es una de las principales prioridades.</p><p class="REDUTEXTORESUMEN"><strong>ABSTRACT</strong></p><p class="REDUTEXTORESUMEN">The University of Leuven has a long tradition of organizing professional development activities for novice faculty and celebrates in 2013 the 25th anniversary of the training ‘Teaching at the University of Leuven’. Throughout the years this training has had several formats, designs and names. In 2010 a new modular format of ‘Teaching at the University of Leuven’ was launched and it replaced a classic one-year program. Some key elements of this new training format are ‘flexibility’ (participants create their own training program) and the focus on ‘learning in the workplace’ (participants transfer and implement what has been learned to their own workplace and curriculum). In the spring of 2012, two years after the implementation, the training was evaluated. This self-evaluation evoked several critical reflections and challenges to continue the ongoing process of optimization. Expanding and diversifying the program is high on the priority list.</p>Sarah CretenSteven HuygheUniversitat Politècnica de ValènciaarticleTeacher TrainingHigher Educationnovice facultymodular formatworkplace learningheterogeneous groupsteaching beliefsresearch-based trainingEducationLENESRed U, Vol 11, Iss 3, Pp 73-90 (2013)
institution	DOAJ
collection	DOAJ
language	EN ES
topic	Teacher Training Higher Education novice faculty modular format workplace learning heterogeneous groups teaching beliefs research-based training Education L
spellingShingle	Teacher Training Higher Education novice faculty modular format workplace learning heterogeneous groups teaching beliefs research-based training Education L Sarah Creten Steven Huyghe Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium
description	<p class="REDUTEXTORESUMEN">La Universidad de Lovaina tiene una larga tradición en la organización de actividades de desarrollo profesional para profesores principiantes. En 2013 celebra el 25 aniversario del modelo de formación “Enseñar en la Universidad de Lovaina”. A lo largo de los años, dicha formación ha tenido varios formatos, diseños y nombres. En 2010 se puso en marcha un nuevo formato modular de "Enseñanza de la Universidad de Lovaina" que reemplazó el clásico programa de un año. Algunos de los elementos clave de este nuevo formato de la formación son la "flexibilidad" (los participantes crean su propio programa de entrenamiento) y el enfoque en "el aprendizaje en el lugar de trabajo" (los participantes transfieren y aplican lo aprendido a su propio lugar de trabajo y plan de estudios). En la primavera de 2012, dos años después de la implementación, se evaluó la formación. Esta autoevaluación evocó varias reflexiones críticas y retos acerca de cómo seguir con el proceso de optimización. Ampliar y diversificar el programa es una de las principales prioridades.</p><p class="REDUTEXTORESUMEN"><strong>ABSTRACT</strong></p><p class="REDUTEXTORESUMEN">The University of Leuven has a long tradition of organizing professional development activities for novice faculty and celebrates in 2013 the 25th anniversary of the training ‘Teaching at the University of Leuven’. Throughout the years this training has had several formats, designs and names. In 2010 a new modular format of ‘Teaching at the University of Leuven’ was launched and it replaced a classic one-year program. Some key elements of this new training format are ‘flexibility’ (participants create their own training program) and the focus on ‘learning in the workplace’ (participants transfer and implement what has been learned to their own workplace and curriculum). In the spring of 2012, two years after the implementation, the training was evaluated. This self-evaluation evoked several critical reflections and challenges to continue the ongoing process of optimization. Expanding and diversifying the program is high on the priority list.</p>
format	article
author	Sarah Creten Steven Huyghe
author_facet	Sarah Creten Steven Huyghe
author_sort	Sarah Creten
title	Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium
title_short	Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium
title_full	Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium
title_fullStr	Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium
title_full_unstemmed	Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium
title_sort	teaching at the university of leuven: a case of teacher training in higher education in flanders, belgium
publisher	Universitat Politècnica de València
publishDate	2013
url	https://doaj.org/article/4a6ff4166b594066a204ea02e452608d
work_keys_str_mv	AT sarahcreten teachingattheuniversityofleuvenacaseofteachertraininginhighereducationinflandersbelgium AT stevenhuyghe teachingattheuniversityofleuvenacaseofteachertraininginhighereducationinflandersbelgium
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Teaching at the University of Leuven: a case of Teacher Training in Higher Education in Flanders, Belgium

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