About this paper

Appears in:
Pages: 2449-2454
Publication year: 2009
ISBN: 978-84-612-7578-6
ISSN: 2340-1079

Conference name: 3rd International Technology, Education and Development Conference
Dates: 9-11 March, 2009
Location: Valencia, Spain

UNIVERSITY TEACHER TRAINING DURING POST-GRADUATE STUDIES. THE SPANISH EXPERIENCE IN THE CONTEXT OF LAW EDUCATION. FUTURE PERSPECTIVES

C. Viquiera, D. Montoya

University of Alicante (SPAIN)
Traditionally, the primary objective of post-graduate studies in Spanish universities has been to provide potential university teachers with training in research techniques and methodology, whilst other aspects pertinent to teacher training have tended to receive only very cursory attention.

This basic flaw has been highlighted by university teaching staff, who have felt obliged to make up for the deficiency on an individual basis, without institutional support. It could be said that the standard of university teacher training is something which the university as an institution has neglected, leaving individual university teaching staff with the responsibility for deciding whether or not to implement teacher training initiatives. Likewise, the range of training resources, such as courses, study days or seminars, is limited and generally unspecific, or at least, not specifically orientated towards higher education.

There is no doubt that this situation has done little to contribute to the quality of teaching in higher education, and this is unquestionably an issue which needs to be addressed, given that teaching quality is a fundamental aspect of the philosophy behind the Bologna process. It is widely recognised that the demands generated by the European Space for Higher Education require a significant level of competence in complex abilities and techniques which cannot be attained without adequate training as a university teacher. Given the above, it would have been logical to place greater importance on specific training for university teachers, and to locate such training in a suitable context. Paradoxically, however, this issue had been neglected, and the new framework for university education does not encompass university teacher training. In our opinion, post-graduate studies present a suitable context within which to conduct such training.

Our research investigates several strategies aimed at implementing university teacher training during post-graduate studies. These strategies have been developed specifically for university teacher training in the context of Law, but could equally be applied to several other branches of scientific knowledge.
@InProceedings{VIQUIERA2009UNI,
author = {Viquiera, C. and Montoya, D.},
title = {UNIVERSITY TEACHER TRAINING DURING POST-GRADUATE STUDIES. THE SPANISH EXPERIENCE IN THE CONTEXT OF LAW EDUCATION. FUTURE PERSPECTIVES},
series = {3rd International Technology, Education and Development Conference},
booktitle = {INTED2009 Proceedings},
isbn = {978-84-612-7578-6},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {9-11 March, 2009},
year = {2009},
pages = {2449-2454}}
TY - CONF
AU - C. Viquiera AU - D. Montoya
TI - UNIVERSITY TEACHER TRAINING DURING POST-GRADUATE STUDIES. THE SPANISH EXPERIENCE IN THE CONTEXT OF LAW EDUCATION. FUTURE PERSPECTIVES
SN - 978-84-612-7578-6/2340-1079
PY - 2009
Y1 - 9-11 March, 2009
CI - Valencia, Spain
JO - 3rd International Technology, Education and Development Conference
JA - INTED2009 Proceedings
SP - 2449
EP - 2454
ER -
C. Viquiera, D. Montoya (2009) UNIVERSITY TEACHER TRAINING DURING POST-GRADUATE STUDIES. THE SPANISH EXPERIENCE IN THE CONTEXT OF LAW EDUCATION. FUTURE PERSPECTIVES, INTED2009 Proceedings, pp. 2449-2454.
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