Analysis of the Current State and Innovations in Professional Development and Teacher Training in Higher Education: The Case of Slovenia
Abstract
In higher education throughout Europe and internationally, greater importance has been ascribed to the quality of university teaching in recent decades. The quality of teaching is becoming integrated into the complex process of university quality assurance and higher education teacher training is becoming increasingly important. The aim of the present article is to examine the professional development of higher education teachers in Slovenia, particularly with regard to initial entry training and continuing training for educational work. Higher education teachers are active in both research and teaching. If doctoral studies equip future academics for research work, the question arises as to where and how higher education teachers acquire knowledge and develop competences and skills for work in the educational process and how educational training is embedded in the professional development of higher education teachers in Slovenia. The analysis shows that, within the current frameworks for career progression, higher education teachers have to prioritise research work, while lower priority is given to teaching achievements from the early stage of the academic career.
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