Learning from Experience: Training for Faculty Members on Disability

Autor/in	Moriña, Anabel
Titel	Learning from Experience: Training for Faculty Members on Disability
Quelle	In: Perspectives: Policy and Practice in Higher Education, 23 (2019) 2-3, S.86-92 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moriña, Anabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3108
DOI	10.1080/13603108.2018.1534759
Schlagwörter	Foreign Countries; College Faculty; Disabilities; Blended Learning; Professional Training; Program Effectiveness; Inservice Teacher Education; Teacher Attitudes; Satisfaction; Spain + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Handicap; Behinderung; Berufliche Fachbildung; Berufliche Fortbildung; Lehrerfortbildung; Lehrerverhalten; Zufriedenheit; Spanien
Abstract	Through the opinions expressed by 20 Spanish faculty members, this article describes the key elements of a blended learning training programme on disability. Qualitative evaluation was carried out using semi-structured group interviews and open-ended written questionnaires. Satisfaction with the training programme was analysed and its strengths (such as the suitability of blended learning and the inclusion of face-to-face sessions in which students with disabilities talked about their experiences) and weaknesses (such as the need for more training hours and more face-to-face sessions) were identified. As outlined in the conclusions, both the strengths and the weaknesses detected taught us valuable lessons, prompting us to think about possible actions that could be taken to ensure more effective faculty training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01