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It involves several dimensions, including the effective design of curriculum and course
content, a variety of learning contexts (including guided independent study, project-based
learning, collaborative learning, experimentation, etc.), soliciting and using feedback, and
effective assessment of learning outcomes. It also involves well-adapted learning
environments and student support services.
Experience showed that fostering quality teaching is a multi-level endeavor. Support for
quality teaching takes place at three inter-dependent levels:
Programme level: comprising actions to measure and enhance the design, content and
delivery of the programs within a department or a school.
Individual level: including initiatives that help teachers achieve their mission, encouraging
them to innovate and to support improvements to student learning and adopt a learner
oriented focus.
1. Policies and practices to foster quality teaching should therefore be guided by this
ultimate goal.
The program levels are the pivotal place where quality teaching is likely to flourish.
4. Coordinating the implementation, setting the right pace of change, leaving room for
experiments enable a steady improvement in the quality of teaching.
5. Incentives are also a help in sustaining quality improvement that will require
prioritization, consistent with the educational model and goals set by the institution.
6. Quality teaching happens first in the classroom. Not all teachers are innovators, and
few innovations can be disseminated and sustained without an efficient
organizational structure.
Set quality teaching as a strategic objective for the institution to signal the
institution’s commitment to fostering continuous improvement in teaching.
Ensure that all specific teaching and learning frameworks at department, school or
program level are consistent with the institution-wide framework.
Promote the internal quality culture through active dissemination and make sure
teachers know the teaching and learning framework.
Ensure that individual teachers, along with deans, heads of program and other team
leaders who are drivers of change are involved in defining these pedagogical
competencies and any associated quality benchmarks or performance standards.
Recognize the potential for students to play an active and constructive role in
fostering quality teaching.
Develop reliable instruments and techniques for gathering and using student
feedback
Seek to improve the mechanisms for ensuring that feedback from students is acted
upon, collecting student feedback and develop guidelines to assist faculty in
identifying what instruments are best suited to which circumstances and for which
purpose.
Foster exploratory approaches and incremental changes, including pilot testing and
careful evaluation of innovative teaching methods
Assessing impacts
Ensure that evaluation results are interpreted, presented and used in ways that are
consistent with the educational priorities of the institution and lead to improved
teaching and learning.
Reference: http://www.oecd.org/edu/imhe