Towards a Critical Analysis of Curricular Practices of Eight Higher Education Teachers
It has been argued that most curricular practices in higher education settings are still strongly based upon the so-called telling paradigm rather than some sort of interactive or socializing way to foster better teaching and better learning. Besides, assessment practices are quite often oriented to...
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| Formato: | conferenceObject |
| Idioma: | eng |
| Publicado em: |
2013
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| Texto completo: | http://hdl.handle.net/10451/9396 |
| País: | Portugal |
| Oai: | oai:repositorio.ul.pt:10451/9396 |