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Original Articles

Professionalising Teaching Practice in Higher Education: A study of disciplinary variation and 'teaching-scholarship'

Pages 213-228 | Published online: 25 Aug 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (64)

Bruce Macfarlane & Jason Yeung. (2024) The (re)invention of tradition in higher education research: 1976–2021. Studies in Higher Education 49:2, pages 382-393.
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Emma O Brien, Gwen Moore, Laura Costelloe & Íde O’Sullivan. (2023) Professional development practices and preferences in Irish Higher Education: insights from a regional survey. International Journal for Academic Development 28:3, pages 240-257.
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Michael F. J. Fox, Camille Kandiko Howson & Martyn Kingsbury. (2023) Equity, diversity, and inclusion – does social justice from the top trickle down?. Journal of Further and Higher Education 47:6, pages 850-861.
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Hang Zeng & Jiutong Luo. (2023) Effectiveness of synchronous and asynchronous online learning: a meta-analysis. Interactive Learning Environments 0:0, pages 1-17.
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Charlotte Silander & Martin Stigmar. (2023) What university teachers need to know - perceptions of course content in higher education pedagogical courses. International Journal for Academic Development 28:1, pages 87-100.
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Tierney Kinnison, Christine Thuranira-McKeever, Ruwani Kalupahana & Ayona Silva-Fletcher. (2023) Multi-level impact of continuing professional development on Sri Lanka’s veterinary sector. Open Learning: The Journal of Open, Distance and e-Learning 38:1, pages 4-21.
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Diana Pereira, Irene Cadime, Maria Assunção Flores, Cláudia Pinheiro & Patrícia Santos. (2022) Investigating the Effect of the Programme of Study on University Students’ Perceptions about Assessment. Educational Assessment 27:1, pages 71-92.
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Alex Shum, Peter Lau & Luke Fryer. (2021) From learner to teacher: (re)training graduate teaching assistants’ teaching approaches and developing self-efficacy for and interest in teaching. Higher Education Research & Development 40:7, pages 1546-1563.
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Robert Cassidy & Arshad Ahmad. (2021) Evidence for conceptual change in approaches to teaching. Teaching in Higher Education 26:5, pages 742-758.
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Marieke Thurlings & Migchiel van Diggelen. (2021) Perceptions of practical knowledge of learning and feedback among academic teachers. European Journal of Engineering Education 46:1, pages 139-160.
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Orsolya Kálmán, Päivi Tynjälä & Terhi Skaniakos. (2020) Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures. Teaching in Higher Education 25:5, pages 595-614.
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Anne Virtanen & Päivi Tynjälä. (2019) Factors explaining the learning of generic skills: a study of university students’ experiences. Teaching in Higher Education 24:7, pages 880-894.
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Pamela L. Eddy, Yi Hao, Chris Markiewicz & Ellen Iverson. (2019) Faculty Change Agents as Adult Learners: The Power of Situated Learning. Community College Journal of Research and Practice 43:8, pages 539-555.
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Anna Bager-Elsborg. (2019) Discipline context shapes meaningful teaching: a case study of academic law. Journal of Further and Higher Education 43:4, pages 508-520.
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Michelle Yeo & Jennifer Boman. (2019) Disciplinary approaches to assessment. Journal of Further and Higher Education 43:4, pages 482-493.
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G. W. G. Bendermacher, M. G. A. oude Egbrink, H. A. P. Wolfhagen, J. Leppink & D. H. J. M. Dolmans. (2019) Reinforcing pillars for quality culture development: a path analytic model. Studies in Higher Education 44:4, pages 643-662.
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Rachel Teasdale, Katherine Ryker & Kelsey Bitting. (2019) Training graduate teaching assistants in the geosciences: Our practices vs. perceived needs. Journal of Geoscience Education 67:1, pages 64-82.
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Sabine McKinnon, Angela Hammond & Monika Foster. (2019) Reflecting on the value of resources for internationalising the curriculum: exploring academic perspectives. Journal of Further and Higher Education 43:1, pages 138-147.
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Albert Cubeles & David Riu. (2018) The effective integration of ICTs in universities: the role of knowledge and academic experience of professors. Technology, Pedagogy and Education 27:3, pages 339-349.
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Helen Georgiou, Manjula Sharma & Amanda Ling. (2018) Peer review of teaching: What features matter? A case study within STEM faculties. Innovations in Education and Teaching International 55:2, pages 190-200.
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Tina Bering Keiding & Ane Qvortrup. (2018) Higher education journals as didactic frameworks. Higher Education Research & Development 37:1, pages 72-87.
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Georgia Rotidi, John B. Collins, Thanassis Karalis & Konstantinos Lavidas. (2017) Using the Teaching Perspectives Inventory (TPI) to examine the relationship between teaching perspectives and disciplines in higher education. Journal of Further and Higher Education 41:5, pages 611-624.
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Diana Pereira, Maria Assunção Flores & Alexandra Barros. (2017) Perceptions of Portuguese undergraduate students about assessment: a study in five public universities. Educational Studies 43:4, pages 442-463.
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Kasturi Behari-Leak. (2017) New academics, new higher education contexts: a critical perspective on professional development. Teaching in Higher Education 22:5, pages 485-500.
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Gülen Onurkan Aliusta & Bekir Özer. (2017) Student-centred learning (SCL): roles changed?. Teachers and Teaching 23:4, pages 422-435.
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George Wilson Kasule, Renate Wesselink & Martin Mulder. (2016) Professional development status of teaching staff in a Ugandan public university. Journal of Higher Education Policy and Management 38:4, pages 434-447.
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Deesha Chadha. (2015) Evaluating the impact of the graduate certificate in academic practice (GCAP) programme. International Journal for Academic Development 20:1, pages 46-57.
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Erik Blair & Keisha Valdez Noel. (2014) Improving higher education practice through student evaluation systems: is the student voice being heard?. Assessment & Evaluation in Higher Education 39:7, pages 879-894.
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Maria Clavert, Tua Björklund & Anne Nevgi. (2014) Developing as a teacher in the fields of science and technology. Teaching in Higher Education 19:6, pages 685-696.
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Conor Carroll & Deirdre O’Loughlin. (2014) Peer observation of teaching: enhancing academic engagement for new participants. Innovations in Education and Teaching International 51:4, pages 446-456.
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Ann Stes & Peter Van Petegem. (2014) Profiling approaches to teaching in higher education: a cluster-analytic study. Studies in Higher Education 39:4, pages 644-658.
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Katrianna Halinen, Mirja Ruohoniemi, Nina Katajavuori & Viivi Virtanen. (2014) Life science teachers’ discourse on assessment: a valuable insight into the variable conceptions of assessment in higher education. Journal of Biological Education 48:1, pages 16-22.
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Sandra J. Kemp. (2013) Exploring the use of learner-focused teaching approaches in different academic disciplines. Journal of Further and Higher Education 37:6, pages 804-818.
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Stephen L. Benton, Dan Li, Amy Gross, William H. Pallett & Russell J. Webster. (2013) Transactional Distance and Student Ratings in Online College Courses. American Journal of Distance Education 27:4, pages 207-217.
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Joseph “Mick” La Lopa. (2013) The Scholarship of Teaching. Journal of Culinary Science & Technology 11:2, pages 183-202.
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David A. Green & Deandra Little. (2013) Academic development on the margins. Studies in Higher Education 38:4, pages 523-537.
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Simon A.J. Beausaert, M.S.R Segers & Danique P.A. Wiltink. (2013) The influence of teachers’ teaching approaches on students’ learning approaches: the student perspective. Educational Research 55:1, pages 1-15.
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E.J. Pharo, A. Davison, K. Warr, M. Nursey-Bray, K. Beswick, E. Wapstra & C. Jones. (2012) Can teacher collaboration overcome barriers to interdisciplinary learning in a disciplinary university? A case study using climate change. Teaching in Higher Education 17:5, pages 497-507.
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Lynn Quinn. (2012) Understanding resistance: an analysis of discourses in academic staff development. Studies in Higher Education 37:1, pages 69-83.
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Marjolein Torenbeek, EllenP.W.A. Jansen & W.H. Adriaan Hofman. (2011) How is the approach to teaching at secondary school related to first-year university achievement?. School Effectiveness and School Improvement 22:4, pages 351-370.
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Erlenawati Sawir. (2011) Dealing with diversity in internationalised higher education institutions. Intercultural Education 22:5, pages 381-394.
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Erlenawati Sawir. (2011) Academic staff response to international students and internationalising the curriculum: the impact of disciplinary differences. International Journal for Academic Development 16:1, pages 45-57.
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Saranne Weller. (2011) New lecturers' accounts of reading higher education research. Studies in Continuing Education 33:1, pages 93-106.
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Alison Shreeve. (2011) Joining the dots: the Scholarship of Teaching as part of institutional research. Higher Education Research & Development 30:1, pages 63-74.
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Neil Haigh, Peter Gossman & Xiaomin Jiao. (2011) Undertaking an institutional ‘stock‐take’ of SoTL: New Zealand university case studies. Higher Education Research & Development 30:1, pages 9-23.
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Joan Rué, Miquel Amador, Jordi Gené, Francesc Xavier Rambla, Cristina Pividori, Isabel Pividori, Olga Torres‐hostench, Alejandra Bosco, Jesús Armengol & Antoni Font. (2010) Towards an Understanding of Quality in Higher Education: The ELQ/AQA08 Model as an Evaluation Tool. Quality in Higher Education 16:3, pages 285-295.
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David Pritchard. (2010) Where learning starts? A framework for thinking about lectures in university mathematics. International Journal of Mathematical Education in Science and Technology 41:5, pages 609-623.
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Deborah Southwell, Deanne Gannaway, Janice Orrell, Denise Chalmers & Catherine Abraham. (2010) Strategies for effective dissemination of the outcomes of teaching and learning projects. Journal of Higher Education Policy and Management 32:1, pages 55-67.
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Angela Brew & Paul Ginns. (2008) The relationship between engagement in the scholarship of teaching and learning and students’ course experiences. Assessment & Evaluation in Higher Education 33:5, pages 535-545.
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Maria Weurlander & Terese Stenfors‐Hayes. (2008) Developing medical teachers’ thinking and practice: impact of a staff development course. Higher Education Research & Development 27:2, pages 143-153.
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Klara Bolander Laksov, Sarah Mann & Lars Owe Dahlgren. (2008) Developing a community of practice around teaching: a case study. Higher Education Research & Development 27:2, pages 121-132.
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Martin Stigmar. (2008) Faculty development through an educational action programme. Higher Education Research & Development 27:2, pages 107-120.
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Minna Kaartinen‐Koutaniemi & Sari Lindblom‐Ylänne. (2008) Personal epistemology of psychology, theology and pharmacy students: a comparative study. Studies in Higher Education 33:2, pages 179-191.
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Ian M. Kinchin, Simon Lygo-Baker & David B. Hay. (2008) Universities as centres of non-learning. Studies in Higher Education 33:1, pages 89-103.
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Liisa Postareff, Nina Katajavuori, Sari Lindblom‐Ylänne & Keith Trigwell. (2008) Consonance and dissonance in descriptions of teaching of university teachers. Studies in Higher Education 33:1, pages 49-61.
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Michelle McLean, Francois Cilliers & Jacqueline M. Van Wyk. (2008) Faculty development: Yesterday, today and tomorrow. Medical Teacher 30:6, pages 555-584.
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Paul Blackmore. (2007) Disciplinary difference in academic leadership and management and its development: a significant factor?. Research in Post-Compulsory Education 12:2, pages 225-239.
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HelmaW. Oolbekkink‐Marchand, JanH. van Driel & Nico Verloop. (2006) A breed apart? A comparison of secondary and university teachers' perspectives on self‐regulated learning. Teachers and Teaching 12:5, pages 593-614.
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. (2006) Review Article. Teaching in Higher Education 11:3, pages 387-395.
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AngelaM. Pickering. (2006) Learning about university teaching: reflections on a research study investigating influences for change. Teaching in Higher Education 11:3, pages 319-335.
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Sari Lindblom‐Ylänne, Keith Trigwell, Anne Nevgi & Paul Ashwin. (2006) How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education 31:3, pages 285-298.
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