Welcome to the InfoSci Platform
Reference Hub4
Equipping Educational Developers for Inclusive International Programs in Higher Education

Equipping Educational Developers for Inclusive International Programs in Higher Education

Davinia Sánchez-García, Emma Dafouz
Copyright: © 2020 |Pages: 20
ISBN13: 9781799823186|ISBN10: 1799823180|ISBN13 Softcover: 9781799823193|EISBN13: 9781799823209
DOI: 10.4018/978-1-7998-2318-6.ch002
Cite Chapter Cite Chapter

MLA

Sánchez-García, Davinia, and Emma Dafouz. "Equipping Educational Developers for Inclusive International Programs in Higher Education." Teacher Training for English-Medium Instruction in Higher Education, edited by Maria del Mar Sánchez-Pérez, IGI Global, 2020, pp. 21-40. https://doi.org/10.4018/978-1-7998-2318-6.ch002

APA

Sánchez-García, D. & Dafouz, E. (2020). Equipping Educational Developers for Inclusive International Programs in Higher Education. In M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education (pp. 21-40). IGI Global. https://doi.org/10.4018/978-1-7998-2318-6.ch002

Chicago

Sánchez-García, Davinia, and Emma Dafouz. "Equipping Educational Developers for Inclusive International Programs in Higher Education." In Teacher Training for English-Medium Instruction in Higher Education, edited by Maria del Mar Sánchez-Pérez, 21-40. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2318-6.ch002

Export Reference

Mendeley
Favorite

Abstract

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.