Libro de Actas del III Congreso Latinoamericano y del Caribe e Investigación en Educación Superior- LatinSoTL- 2025
1255 Leibowitz, B. (2016). The role of academic development in the transformation of higher education. Higher Education, 71 (4), 439–455. https://doi.org/10.1007/s10734- 015-9919-y Myatt, P., Gannaway, D., Chia, I., Fraser, K., & McDonald, J. (2018). Reflecting on institutional support for SoTL engagement: Developing a conceptual framework. International Journal for Academic Development, 23(2), 147–160. https://doi.org/10.1080/1360144X.2017.1346511 Ortiz-Salgado, R., Gajardo-Poblete, C., Berkhoff-Schmidt, M. A., & Jaramillo- Martínez, C. (2024). Adaptación y Validación de un Marco Orientador para la Promoción Institucional del Desarrollo Académico de la Docencia en Chile. Estudios Pedagógicos, 50(3), 183–202. https://doi.org/10.4067/S0718-07052024000300183 Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of teaching: A model. Higher Education Research & Development, 19 (2), 155–168. https://doi.org/10.1080/072943600445628 UNESCO. (2022a). Transformar juntos la educación para futuros justos y sostenibles . París: UNESCO. https://unesdoc.unesco.org/ark: /48223/pf0000381984_spa Whitton, J., Parr, G., & Choate, J. (2021). Developing the education research capability of education-focused academics: Building skills, identities and communities. Higher Education Research & Development . https://doi.org/10.1080/07294360.2021.1946016 Categories 10. Gestión Universitaria
Made with FlippingBook
RkJQdWJsaXNoZXIy Mzc3MTg=