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Volumn 27, Issue 2, 2008, Pages 121-132

Developing a community of practice around teaching: A case study

Author keywords

Academic development; Community of practice; Educational development; Higher education

Indexed keywords


EID: 77649259055     PISSN: 07294360     EISSN: 14698366     Source Type: Journal    
DOI: 10.1080/07294360701805259     Document Type: Article
Times cited : (37)

References (21)
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    • Teachers promoting expertise in medical education: Understanding the role of the core curriculum
    • Bolander, K., Josephson, A., Mann, S., & Lonka, K. (2006). Teachers promoting expertise in medical education: Understanding the role of the core curriculum. Quality in Higher Education, 12(1), 41-56.
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    • Bolander, K.1    Josephson, A.2    Mann, S.3    Lonka, K.4
  • 5
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    • Does teacher thinking match teacher practice? A study of basic science medical teachers
    • (in press)
    • Bolander Laksov, K., Nikkola, M., & Lonka, K. (in press). Does teacher thinking match teacher practice? A study of basic science medical teachers. Medical Education.
    • Medical Education.
    • Bolander Laksov, K.1    Nikkola, M.2    Lonka, K.3
  • 9
    • 0031232280 scopus 로고    scopus 로고
    • A reconceptualisation of the research into university academics' conceptions of teaching
    • Kember, D. (1997). A reconceptualisation of the research into university academics' conceptions of teaching. Learning and Instruction, 7(3), 255-275.
    • (1997) Learning and Instruction , vol.7 , Issue.3 , pp. 255-275
    • Kember, D.1
  • 11
    • 0030187691 scopus 로고    scopus 로고
    • Conceptions of learning and knowledge: Does training make a difference?
    • Lonka, K., Joram, E., & Bryson, M. (1996). Conceptions of learning and knowledge: Does training make a difference? Contemporary Educational Psychology,21, 240-260.
    • (1996) Contemporary Educational Psychology , vol.21 , pp. 240-260
    • Lonka, K.1    Joram, E.2    Bryson, M.3
  • 12
    • 0037403932 scopus 로고    scopus 로고
    • Professionalising teaching practice in higher education: A study of disciplinary variation and 'teaching-scholarship'
    • Lueddeke, G. R. (2003). Professionalising teaching practice in higher education: A study of disciplinary variation and 'teaching-scholarship'. Studies in Higher Education,28, 213-228.
    • (2003) Studies in Higher Education , vol.28 , pp. 213-228
    • Lueddeke, G.R.1
  • 15
    • 0347303697 scopus 로고    scopus 로고
    • Relations between perceptions of the teaching environment and approaches to teaching
    • Prosser, M., & Trigwell, K. (1997). Relations between perceptions of the teaching environment and approaches to teaching. British Journal of Educational Psychology, 67(Pt 1), 25-35.
    • (1997) British Journal of Educational Psychology , vol.67 , Issue.PART 1 , pp. 25-35
    • Prosser, M.1    Trigwell, K.2
  • 16
    • 77951066455 scopus 로고    scopus 로고
    • Approaches to teaching design subjects: A quantitative analysis
    • Trigwell, K. (2002). Approaches to teaching design subjects: A quantitative analysis. Art, Design and Communication in Higher Education,1, 69-80.
    • (2002) Art, Design and Communication in Higher Education , vol.1 , pp. 69-80
    • Trigwell, K.1
  • 17
    • 22444454190 scopus 로고    scopus 로고
    • Relations between teachers' approaches to teaching and students' approaches to learning
    • Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education,37, 57-70.
    • (1999) Higher Education , vol.37 , pp. 57-70
    • Trigwell, K.1    Prosser, M.2    Waterhouse, F.3
  • 18
    • 21844483907 scopus 로고
    • Process-oriented instruction in learning and thinking strategies
    • Vermunt, J. D. (1995). Process-oriented instruction in learning and thinking strategies. European Journal of Psychology of Education, 10(4), 325-349.
    • (1995) European Journal of Psychology of Education , vol.10 , Issue.4 , pp. 325-349
    • Vermunt, J.D.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.