-
1
-
-
0142135894
-
Growing and developing as a university teacher-Variation in meaning
-
Åkerlind G.S. Growing and developing as a university teacher-Variation in meaning. Studies in Higher Education 28 (2003) 375-390
-
(2003)
Studies in Higher Education
, vol.28
, pp. 375-390
-
-
Åkerlind, G.S.1
-
2
-
-
2142762249
-
Academics' motivation and self-efficacy for teaching and research
-
Bailey J.G. Academics' motivation and self-efficacy for teaching and research. Higher Education Research and Development 18 3 (1999) 343-359
-
(1999)
Higher Education Research and Development
, vol.18
, Issue.3
, pp. 343-359
-
-
Bailey, J.G.1
-
6
-
-
0015786037
-
Relationships between subject matter characteristics and the structure and output of university departments
-
Biglan A. Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology 57 (1973) 204-213
-
(1973)
Journal of Applied Psychology
, vol.57
, pp. 204-213
-
-
Biglan, A.1
-
7
-
-
33748572494
-
Does practice make perfect? A slow and discontinuous process
-
Boshuizen H.P.A., Bromme R., and Gruber H. (Eds), Kluwer Academic Publishers, Netherlands
-
Boshuizen H.P.A. Does practice make perfect? A slow and discontinuous process. In: Boshuizen H.P.A., Bromme R., and Gruber H. (Eds). Professional learning: Gaps and transitions on the way from novice to expert (2004), Kluwer Academic Publishers, Netherlands 73-95
-
(2004)
Professional learning: Gaps and transitions on the way from novice to expert
, pp. 73-95
-
-
Boshuizen, H.P.A.1
-
8
-
-
26244441354
-
Can academics benefit from training? Some preliminary evidence
-
Coffey M., and Gibbs G. Can academics benefit from training? Some preliminary evidence. Teaching in Higher Education 5 (2000) 385-389
-
(2000)
Teaching in Higher Education
, vol.5
, pp. 385-389
-
-
Coffey, M.1
Gibbs, G.2
-
11
-
-
22144483137
-
The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students
-
Gibbs G., and Coffey M. The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education 5 (2004) 87-100
-
(2004)
Active Learning in Higher Education
, vol.5
, pp. 87-100
-
-
Gibbs, G.1
Coffey, M.2
-
12
-
-
34047274513
-
A propsal for an international collabarative research programme to identify the impact of initial training on university teachers
-
Gilbert A., and Gibbs G. A propsal for an international collabarative research programme to identify the impact of initial training on university teachers. Research and Development in Higher Education 21 (1999) 131-143
-
(1999)
Research and Development in Higher Education
, vol.21
, pp. 131-143
-
-
Gilbert, A.1
Gibbs, G.2
-
13
-
-
0036886282
-
Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context
-
Gordon C., and Debus R. Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context. British Journal of Higher Education 72 (2002) 483-511
-
(2002)
British Journal of Higher Education
, vol.72
, pp. 483-511
-
-
Gordon, C.1
Debus, R.2
-
14
-
-
0031232280
-
A reconceptualisation of the research into university academics' conceptions of teaching
-
Kember D. A reconceptualisation of the research into university academics' conceptions of teaching. Learning and Instruction 7 (1997) 255-275
-
(1997)
Learning and Instruction
, vol.7
, pp. 255-275
-
-
Kember, D.1
-
15
-
-
0041726161
-
Lectures' approaches to teaching and their relationship to conceptions of good teaching
-
Kember D., and Kwan K. Lectures' approaches to teaching and their relationship to conceptions of good teaching. Instructional Science 28 (2002) 469-490
-
(2002)
Instructional Science
, vol.28
, pp. 469-490
-
-
Kember, D.1
Kwan, K.2
-
16
-
-
33750309909
-
The Bologna declaration as a tool to enhance learning and instruction at the University of Helsinki
-
Lindblom-Ylänne S., and Hämäläinen K. The Bologna declaration as a tool to enhance learning and instruction at the University of Helsinki. International Journal for Academic Development 9 (2004) 153-165
-
(2004)
International Journal for Academic Development
, vol.9
, pp. 153-165
-
-
Lindblom-Ylänne, S.1
Hämäläinen, K.2
-
17
-
-
34047268232
-
-
Lindblom-Ylänne, S., & Nevgi, A. (2003). The effect of pedagogical training and teaching experience on approach to teaching. Paper presented at the 11th EARLI conference, Padua, Itali, August 26-30, 2003.
-
-
-
-
18
-
-
34047262097
-
-
Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2004). Variation in approaches to teaching: The role of discipline and teaching context. Paper presented at the EARLI SIG Higher Education conference, June 18-21, 2004.
-
-
-
-
19
-
-
0037403932
-
Professionalising teaching practice in higher education: A study of disciplinary variation and 'teaching-scholarship'
-
Lueddeke G.R. Professionalising teaching practice in higher education: A study of disciplinary variation and 'teaching-scholarship'. Studies in Higher Education 28 (2003) 213-228
-
(2003)
Studies in Higher Education
, vol.28
, pp. 213-228
-
-
Lueddeke, G.R.1
-
20
-
-
34047276706
-
-
Norton, L., Richardson, J. T. E., Hartley, J., Newstead, S., & Mayes, J. (2005). Teachers' beliefs and intentions concerning teaching in higher education. Higher Education.
-
-
-
-
21
-
-
0004107362
-
-
National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan, Ann Arbor, MI
-
Pintrich P.R., Smith D.A.F., and McKeachie W.J. A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) (1989), National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan, Ann Arbor, MI
-
(1989)
A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)
-
-
Pintrich, P.R.1
Smith, D.A.F.2
McKeachie, W.J.3
-
23
-
-
43949154475
-
A phenomenographic study of academics' conceptions of science teaching and learning
-
Prosser M., Trigwell K., and Taylor P. A phenomenographic study of academics' conceptions of science teaching and learning. Learning Instruction 4 (1994) 217-231
-
(1994)
Learning Instruction
, vol.4
, pp. 217-231
-
-
Prosser, M.1
Trigwell, K.2
Taylor, P.3
-
24
-
-
0002538919
-
Conceptions of teaching held by academic teachers
-
Samuelowicz K., and Bain J.D. Conceptions of teaching held by academic teachers. Higher Education 24 (1992) 93-112
-
(1992)
Higher Education
, vol.24
, pp. 93-112
-
-
Samuelowicz, K.1
Bain, J.D.2
-
25
-
-
23044527269
-
Revisiting academics′ beliefs about teaching and learning
-
Samuelowicz K., and Bain J.D. Revisiting academics′ beliefs about teaching and learning. Higher Education 41 (2001) 299-325
-
(2001)
Higher Education
, vol.41
, pp. 299-325
-
-
Samuelowicz, K.1
Bain, J.D.2
-
26
-
-
34047275835
-
-
Strategic plan for the years 2004-2006. University of Helsinki, (2003). Helsinki: Helsinki University Printing House.
-
-
-
-
27
-
-
34047264206
-
-
Trigwell, K., Ashwin, P., Lindblom-Ylänne, S., & Nevgi, A. (2004). Variation in approaches to university teaching: The role of regulation and motivation. A paper presented at the EARLI SIG Higher Education conference. June 18-21, 2004.
-
-
-
-
28
-
-
21344437482
-
Congruence between intention and strategy in science teachers' approach to teaching
-
Trigwell K., and Prosser M. Congruence between intention and strategy in science teachers' approach to teaching. Higher Education 32 (1996) 77-87
-
(1996)
Higher Education
, vol.32
, pp. 77-87
-
-
Trigwell, K.1
Prosser, M.2
-
29
-
-
0642344690
-
Changing approaches to teaching: a relational perspective
-
Trigwell K., and Prosser M. Changing approaches to teaching: a relational perspective. Studies in Higher Education 21 (1996) 275-284
-
(1996)
Studies in Higher Education
, vol.21
, pp. 275-284
-
-
Trigwell, K.1
Prosser, M.2
-
30
-
-
22144464783
-
Development and use of the Approaches to Teaching Inventory
-
Trigwell K., and Prosser M. Development and use of the Approaches to Teaching Inventory. Educational Psychology Review 16 (2004) 409-424
-
(2004)
Educational Psychology Review
, vol.16
, pp. 409-424
-
-
Trigwell, K.1
Prosser, M.2
-
31
-
-
22444454190
-
Relations between teachers' approaches to teaching and students' approaches to learning
-
Trigwell K., Prosser M., and Waterhouse F. Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education 37 (1999) 57-70
-
(1999)
Higher Education
, vol.37
, pp. 57-70
-
-
Trigwell, K.1
Prosser, M.2
Waterhouse, F.3
-
32
-
-
0000916771
-
Congruence and friction between learning and teaching
-
Vermunt J.D., and Verloop N. Congruence and friction between learning and teaching. Learning and Instruction 9 (1999) 257-280
-
(1999)
Learning and Instruction
, vol.9
, pp. 257-280
-
-
Vermunt, J.D.1
Verloop, N.2
|