An investigation into excellent tertiary teaching: Emphasising reflective practice

Higher Education

Volumn 47, Issue 3, 2004, Pages 283-310

  Kane, Ruth ^a   Sandretto, Susan ^b   Heath, Chris ^b  

^a MASSEY UNIVERSITY   (New Zealand)

^b UNIVERSITY OF OTAGO   (New Zealand)

Author keywords

Academic staff development; Reflective practice; Research teaching nexus; Teacher attributes; Teacher characteristics; University teaching

Indexed keywords

EID: 4043073432     PISSN: 00181560     EISSN: None     Source Type: Journal    
DOI: 10.1023/B:HIGH.0000016442.55338.24     Document Type: Article

References (78)

1. Argyris, C. and Schön, D. (1974). Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass.
2. Ballantyne, R., Bain, J. and Packer, J. (1997). Reflecting on University Teaching: Academics' Stories. Australia: Australian Government Publishing Service.
3. Barrington, E. (1999). Top Teachers Talk: Conversations with the 1995 and 1996 Distinguished Teaching Award Winners. Auckland: University of Auckland; Centre for Professional Development.
4. Bell, M. (2001). 'Supported reflective practice: A programme of peer observation and feedback for academic teaching development', International Journal for Academic Development 6(1), 29-39.
5. Ben-Peretz, M. (1984). 'Kelly's theory of personal constructs as a paradigm for investigating teacher thinking', in Halkes, R. and Olson, J. (eds.), Teacher Thinking: A New Perspective on Persisting Problems. Lisse, Netherlands: Sweta & Zeitlinger, pp. 103-111.
6. Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham, UK: Society for Research into Higher Education and Open University Press.
7. Bloom, B.S. (1953). 'Thought processes in lectures and discussions', Journal of General Education 7, 160-169.
8. Boyer, E.L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
9. Brookfield, S.D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.
10. Calderhead, J. (1981). 'Stimulated recall: A method for research on teaching', British Journal of Educational Psychology 51, 211-217.
11. Calderhead, J. (1996). 'Teachers: Beliefs and knowledge', in Berliner, D.C. and Calfee, R.C. (eds.), Handbook of Educational Psychology. New York: Macmillan, pp. 709-725.
12. Centra, J. and Bonesteel, P. (1990). 'College teaching: An art or a science?', New Directions for Teaching and Learning 43, 7-15.
13. Clegg, S., Tan, J. and Saeidi, S. (2002). 'Reflecting or acting? Reflective practice and continuing professional development in higher education', Reflective Practice 3(1), 131-146.
14. Common, D.L. (1989). 'Master teachers in higher education: A matter of settings', The Review of Higher Education 12(4), 375-387.
15. Day, C. (1999). 'Professional development and reflective practice: Purposes, processes and partnerships', Pedagogy, Culture & Society 7(2), 221-233.
16. Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: Heath.
17. Diamond, C.T.P. (1985). 'Becoming a teacher: an altering eye', in Bannister, D. (ed.), Issues and Approaches in Personal Construct Theory. London: Academic Press, pp. 15-35.
18. Dunkin, M. (1995). 'Concepts of teaching and teaching excellence in higher education', Higher Education Research and Development 14(1), 21-33.
19. Dunkin, M.J. and Precians, R.P. (1992). 'Award-winning university teachers' concepts of teaching', Higher Education 24, 483-502.
20. Elton, L. (1998). 'Dimensions of excellence in university teaching', International Journal for Academic Development 3(1), 3-11.
21. Ethell, R.G. (1997). Reconciling Propositional and Procedural Knowledge: Beginning Teachers' Knowledge in Action. Unpublished Doctoral Thesis, Griffith University.
22. Feldman, K.A. (1988). 'Effective college teaching from the students' and faculty's view: Matched or mismatched priorities?', Research in Higher Education 28(4), 291-344.
23. Feldman, K.A. (1996). 'Identifying exemplary teaching: Using data from course and teacher evaluations', New Directions for Teaching and Learning 65, 41-50.
24. Feldman, K.A. (1997). 'Identifying exemplary teachers and teaching: Evidence from student ratings', in Perry, R. and Smart, J. (eds.), Effective Teaching in Higher Education: Research and Practice. New York: Agathon, pp. 368-395.
25. Fraser, D. (2000). 'Building relationships in the classroom through peer teaching and peer assessment', in Spiller, D. (ed.), Narratives from Tertiary Teaching: Giving Students a Voice. Auckland, New Zealand: Longman, pp. 1-14.
26. Hativa, N., Barak, R. and Simhi, E. (2001). 'Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies', The Journal of Higher Education 72(6), 699-729.
27. Hattie, J. and Marsh, H.W. (1996). 'The relationship between research and teaching: A meta-analysis', Review of Educational Research 66(4), 507-542.
28. Hatton, N. and Smith, D. (1995). 'Reflection in teacher education: Towards definition and implementation', Teaching & Teacher Education 11(1), 33-49.
29. Hildebrand, M. (1973). 'The character and skills of the effective professor', Journal of Higher Education 44(4), 41-50.
30. Horan, M. (1991). Attributes of Exemplary Community College Teachers: A Review of the Literature. ERIC Document Reproduction Service No. ED 346 900.
31. Kagan, D. (1990). 'Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle', Review of Educational Research 60(3), 419-469.
32. Kane, R.G., Sandretto, S. and Heath, C.J. (2002). 'Telling half the story: A critical review on the teaching beliefs and practices of university academics', Review of Educational Research.
33. Kelly, G.A. (1955). The Psychology of Personal Constructs: A Theory of Personality (Vol. 1). New York: WW Norton & Company.
34. Korthagen, F.A.J. (2001). Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahwah, New Jersey: Lawrence Erlbaum Associates.
35. Kreber, C. (1999). 'A course-based approach to the development of teaching-scholarship: A case study', Teaching in Higher Education 4(3), 309-325.
36. Kreber, C. (2000). 'How university teaching award winners conceptualise academic work: Some further thoughts on the meaning of scholarship', Teaching in Higher Education 5(1), 61-78.
37. Kreber, C. (2002). 'Reflection on teaching and the scholarship of teaching'. Presented at the Annual Meeting of the American Research Association, New Orleans.
38. Kreber, C.A. and Cranton, P.A. (2000). 'Exploring the scholarship of teaching', The Journal of Higher Education 71(4), 476-495.
39. Loughran, J.J. (2002). 'Effective reflective practice: In search of meaning in learning about teaching', Journal of Teacher Education 53(1), 33-43.
40. Lowman, J. (1995). Mastering the Techniques of Teaching (2nd ed.). San Francisco: Jossey-Bass.
41. Lowman, J. (1996). 'Characteristics of exemplary teachers', New Directions for Teaching and Learning 65, 33-40.
42. Marland, P. (1984). 'Stimulated recall from video: Its use in research on the thought processes of classroom participants', in Zuber-Skerritt, O. (ed.), Video in Higher Education. London: Kogan Page, pp. 156-165.
43. McAlpine, L. and Weston, C. (2000). 'Reflection: Issues related to improving professors' teaching and students' learning', Instructional Science 28, 363-385.
44. McAlpine, L., Weston, C., Beauchamp, J., Wiseman, C. and Beauchamp, C. (1999). 'Building a metacognitive model of reflection', Higher Education 37, 105-131.
45. McLean, M. (2001). 'Rewarding teaching excellence. Can we measure teaching 'excellence'? Who should be the judge?', Medical Teacher 23(1), 6-11.
46. McLean, M. and Blackwell, R. (1997). 'Opportunity knocks? Professionalism and excellence in university teaching', Teachers and Teaching: theory and practice 3(1), 85-99.
47. Meade, P. and McMeniman, M. (1992). 'Stimulated recall-an effective methodology for examining successful teaching in science', Australian Educational Researcher 19(3), 1-11.
48. Meade, P., McMeniman, M., Wilson, J., Kanes, C. and Davey, I. (1991). 'Towards making explicit the implicit knowledge of effective maths and science teachers - a triangulated methodology'. Presented at the Annual Meeting of the Australian Association of Research in Education, Gold Coast, Australia.
49. Munby, H. (1984). 'A qualitative approach to the study of a teacher's beliefs', Journal of Research in Science Teaching 21(1), 27-38.
50. Murray, H.G. (1997). 'Effective teaching behaviors in the college classroom', in Perry, R. and Smart, J. (eds.), Effective Teaching in Higher Education: Research and Practice. New York: Agathon Press, pp. 171-204.
51. Neumann, R. (1992). 'Perceptions of the teaching-research nexus: a framework for analysis', Higher Education 23(2), 159-171.
52. Neumann, R. (1996). 'Researching the teaching-research nexus: A critical review', Australian Journal of Education 40(1), 5-18.
53. New Zealand Government (1995). Education Act 1989. Wellington, New Zealand.
54. Oberg, A. (1986). 'Using construct theory as a basis for research into teacher professional development', Journal of Curriculum Studies 19(1), 55-65.
55. Osterman, K.F. (1990). 'Reflective practice: A new agenda for education', Education and Urban Society 22(2), 133-152.
56. Palmer, P.J. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco: Jossey-Bass.
57. Pelikan, J. (1992). The Idea of the University: A Reexamination. New Haven: Yale University Press.
58. Polanyi, M. (1966). The Tacit Dimension. New York: Doubleday.
59. Ramsden, P. and Moses, I. (1992). 'Associations between research and teaching in Australian higher education', Higher Education 23, 273-295.
60. Robertson, J. and Bond, C.H. (2001). 'Experiences of the relation between teaching and research: What do academics value?', Higher Education Research and Development 20(1), 5-19.
61. Rowland, S. (1996). 'Relationships between teaching and research', Teaching in Higher Education 1(1), 7-20.
62. Sandretto, S., Kane, R. and Heath, C. (2002). 'Making the tacit explicit: A teaching intervention programme for early career academics'. International Journal for Academic Development 7(2), 135-145.
63. Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
64. Schön, D.A. (1987). Educating the Reflective Practioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass.
65. Sebren, A. (1994). 'Reflective thinking: integrating theory and practice in teacher preparation', JOPERD-The Journal of Physical Education 65(6), 23-27.
66. Sherman, T., Armistead, L.P., Fowler, F., Barksdale, M.A. and Reif, G. (1987). 'The quest for excellence in university teaching', Journal of Higher Education 58(1), 66-84.
67. Shore, B.M., Pinker, S. and Bates, M. (1990). 'Research as a model for university teaching', Higher Education 19, 21-35.
68. Smeby, J.C. (1998). 'Knowledge production and knowledge transmission. The interaction between research and teaching at universities', Teaching in Higher Education 3(1), 5-20.
69. Smyth, J. (1992). 'Teachers' work and the politics of reflection', American Educational Research Journal 29(2), 267-300.
70. Solas, J. (1992). 'Investigating teacher and student thinking about the process of teaching and learning using autobiography and repertory grid', Review of Educational Research 62(2), 205-225.
71. Sternberg, R. and Horvath, J. (1995). 'A prototype view of expert teaching', Educational Researcher 24(6), 9-17.
72. Trigwell, K. (2001). 'Judging university teaching', The International Journal for Academic Development 6(1), 65-73.
73. Trigwell, K., Martin, E., Benjamin, J. and Prosser, M. (2000). 'Scholarship of teaching: A model', Higher Education Research and Development 19(2), 155-168.
74. Weimer, M. (1990). 'It's a myth: Nobody knows what makes teaching good', in Neff, R.A. and Weimer, M. (eds.), College Teaching: Collected Readings for the New Instructor. Madison, WI: Magnn, p. 13.
75. Wellington, B. and Austin, P. (1996). 'Orientations to reflective practice', Educational Research 38(3), 307-316.
76. Wildman, T.M., Niles, J.A., Magliaro, S.G. and McLaughlin, R.A. (1990). 'Promoting reflective practice among beginning and experienced teachers', in Clift, R.T., Houston, W.R. and Pugach, M.C. (eds.), Encouraging Reflective Practice in Education. New York: Teachers College Press, pp. 139-162.
77. Yost, D.S., Sentner, S.M. and Forlenza-Bailey, A. (2000). 'An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century', Journal of Teacher Education 51(1), 39-49.
78. Zuber-Skerritt, O. (1988). 'Personal constructs of second language teaching: A case study', Babel 23(3), 4-9.