Citations (46)
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Velibor Mladenovici & Marian D. Ilie. (2023) A cross-lagged panel model analysis between academics’ conceptions of teaching and their teaching approaches. Studies in Higher Education 48:11, pages 1767-1780.
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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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Yanling Cao, Liisa Postareff, Sari Lindblom-Ylänne & Auli Toom. (2023) A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching. European Journal of Teacher Education 46:1, pages 171-198.
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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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Helen Goodall, Herish Khalil, Zina Adil Ismail, Syako Sulaiman Shekho & Kays Sharee Majdi. (2020) Bridging cultures: a programme of academic development in the Kurdistan Region of Iraq. Studies in Higher Education 45:6, pages 1064-1074.
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Kaire Uiboleht, Mari Karm & Liisa Postareff. (2019) Relations between students’ perceptions of the teaching-learning environment and teachers’ approaches to teaching: a qualitative study. Journal of Further and Higher Education 43:10, pages 1456-1475.
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Chamarrita Farkas. (2019) Teachers’ Competence Profiles and Their Relation to Language Development in Chilean Children at 12 and 30 Months. Early Education and Development 30:6, pages 743-764.
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Yanling Cao, Liisa Postareff, Sari Lindblom & Auli Toom. (2018) Teacher educators’ approaches to teaching and the nexus with self-efficacy and burnout: examples from two teachers’ universities in China. Journal of Education for Teaching 44:4, pages 479-495.
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Aija Töytäri, Päivi Tynjälä, Arja Piirainen & Vesa Ilves. (2017) Higher education teachers’ descriptions of their own learning: a quantitative perspective. Higher Education Research & Development 36:6, pages 1295-1304.
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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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Anesa Hosein & Namrata Rao. (2017) Students’ reflective essays as insights into student centred-pedagogies within the undergraduate research methods curriculum. Teaching in Higher Education 22:1, pages 109-125.
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Kaire Uiboleht, Mari Karm & Liisa Postareff. (2016) How do university teachers combine different approaches to teaching in a specific course? A qualitative multi-case study. Teaching in Higher Education 21:7, pages 854-869.
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Articles from other publishers (34)
Marian D. Ilie, Peter Van Petegem, Velibor Mladenovici & Laurenţiu P. Maricuţoiu. (2024) Dynamics of change of academics’ teaching approaches: A latent profile transition analysis. Studies in Educational Evaluation 81, pages 101349.
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David William Stoten. (2023) Positioning through epistemic cognition in higher education: conceptualising the ways in which academics in a business school view heutagogy. Higher Education 87:4, pages 991-1007.
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Shahrokh Nikou, Candida Brush & Birgitte Wraae. (2023) Entrepreneurship educators: a configurational analysis of factors influencing pedagogical choices. International Journal of Entrepreneurial Behavior & Research 29:11, pages 81-108.
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Jennifer Scott, Josephine Pryce, Nicole B. Reinke, Dongmei Li, Mary-Ann Shuker, Rachelle Singleton, Angela Tsai & Ann L. Parkinson. (2023) Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars. Education Sciences 13:12, pages 1239.
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Sean Haughey. (2023) The significance of disciplinary context and student status to experiences of remote learning: Lessons from the Covid-19 pandemic. Developing Academic Practice 2023:October, pages 1-14.
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Liisa Postareff, Juulia Lahdenperä, Telle Hailikari & Anna Parpala. (2023) The dimensions of approaches to teaching in higher education: a new analysis of teaching profiles. Higher Education.
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Anne Haarala-Muhonen, Liisa Myyry, Eeva Pyörälä, Veera Kallunki, Henrika Anttila, Nina Katajavuori, Päivi Kinnunen & Tarja Tuononen. (2023) The impact of pedagogical and ICT training in teachers’ approaches to online teaching and use of digital tools. Frontiers in Education 8.
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Jingjing Liang, Fiona Ell & Kane Meissel. (2023) Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators. Teaching and Teacher Education 130, pages 104184.
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Patricia Marybelle Davies, Reem Muteb T. Alotaishan, Hayat Khalid A. Alabdulwahed, Ali M. Fahim Khan, Rawan Mohammad Ateya, Thamer Saleh Alkhamis & Abdulaziz Abdullah A. Alodhieb. (2023) Perspectives on cyberlearning: A case study by students, about students. Education and Information Technologies 28:8, pages 9731-9745.
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Katarzyna Kärkkäinen, Päivikki Jääskelä & Päivi Tynjälä. (2023) How does university teachers’ pedagogical training meet topical challenges raised by educational research? A case study from Finland. Teaching and Teacher Education 128, pages 104088.
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Jovana Milutinović. (2023) University teachers' conceptions of teaching and their approaches to teaching. Nastava i vaspitanje 72:3, pages 307-323.
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Deborah Cockerham. 2023. Reimagining Education: Studies and Stories for Effective Learning in an Evolving Digital Environment. Reimagining Education: Studies and Stories for Effective Learning in an Evolving Digital Environment
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Marta Mateus De Almeida, Joana Viana & Mariana Gaio Alves. (2022) Exploring Teaching Conceptions and Practices: A Qualitative Study with Higher Education Teachers in Portugal. Studia paedagogica 27:2, pages 35-53.
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Yu Cheng & Zongyi Zhou. (2022) Research on the Optimization of International News Communication Teaching Mode Based on Cluster Analysis under the Background of Big Data. Scientific Programming 2022, pages 1-9.
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Velibor Mladenovici, Marian D. Ilie, Laurențiu P. Maricuțoiu & Daniel E. Iancu. (2021) Approaches to teaching in higher education: the perspective of network analysis using the revised approaches to teaching inventory. Higher Education 84:2, pages 255-277.
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Melissa McMinn, Martina Dickson & Shaljan Areepattamannil. (2020) Reported pedagogical practices of faculty in higher education in the UAE. Higher Education 83:2, pages 395-410.
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Mary Ann MaslakMary Ann Maslak. 2022. Working Adolescents: Rethinking Education For and On the Job. Working Adolescents: Rethinking Education For and On the Job
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Ine Noben, Ridwan Maulana, Jan F. Deinum & W. H. Adriaan Hofman. (2020) Measuring university teachers’ teaching quality: a Rasch modelling approach. Learning Environments Research 24:1, pages 87-107.
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Caroline Bonnes & Sabine Hochholdinger. (2021) Die Erfassung von Lehransätzen von Lehrenden in der Weiterbildung – Entwicklung der Lehransatz-SkalaThe measurement of approaches to teaching of trainers—Development of the Approaches-to-Teaching-Scale. Zeitschrift für Erziehungswissenschaft 24:1, pages 113-133.
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Jorge Ávila de Lima. (2020) Authentic learning in the undergraduate social research methods classroom: students’ perspectives on project-based pedagogy. SN Social Sciences 1:1.
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Johanna Naukkarinen & Sonja Niiranen. (2020) Evaluating the applicability of Approaches to Teaching Inventory (ATI) in higher engineering education research and development. Evaluating the applicability of Approaches to Teaching Inventory (ATI) in higher engineering education research and development.
Caroline Bonnes & Sabine Hochholdinger. (2020) Approaches to Teaching in Professional Training: a Qualitative Study. Vocations and Learning 13:3, pages 459-477.
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Ahmed Ibrahim, Kelly Clark, Michael J. Reese & Richard Shingles. (2020) The effects of a teaching development institute for early career researchers on their intended teaching strategies, course design, beliefs about instructors’ and students’ knowledge, and instructional self-efficacy: The case of the Teaching Institute at Johns Hopkins University. Studies in Educational Evaluation 64, pages 100836.
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Marta Mateus de Almeida. (2020) Formação pedagógica e desenvolvimento profissional no ensino superior: perspetivas de docentes. Revista Brasileira de Educação 25.
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Marleen W. Ottenhoff- de Jonge, Roeland M. van der Rijst, Neil Gesundheit, Lianne N. van Staveren, Willem J. J. Assendelft, Friedo W. Dekker, Albert J. J. A. Scherpbier & Anneke W. M. Kramer. (2019) From critic to inspirer: four profiles reveal the belief system and commitment to educational mission of medical academics. BMC Medical Education 19:1.
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Yanling Cao, Liisa Postareff, Sari Lindblom-Ylänne & Auli Toom. (2019) Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching. Teaching and Teacher Education 85, pages 125-136.
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Joseph J. Ferrare. (2019) A Multi-Institutional Analysis of Instructional Beliefs and Practices in Gateway Courses to the Sciences. CBE—Life Sciences Education 18:2, pages ar26.
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Orsolya Kálmán. (2019) A felsőoktatás oktatói: elképzeléseik a tanításról és a saját szakmai tanulásukról. Magyar Pedagógia 119:3, pages 173-197.
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Kaire Uiboleht, Mari Karm & Liisa Postareff. (2018) The interplay between teachers’ approaches to teaching, students’ approaches to learning and learning outcomes: a qualitative multi-case study. Learning Environments Research 21:3, pages 321-347.
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Mikko Puustinen, Janne Säntti, Anna Koski & Tuure Tammi. (2018) Teaching: A practical or research-based profession? Teacher candidates' approaches to research-based teacher education. Teaching and Teacher Education 74, pages 170-179.
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Regina Jucks & Alessa Hillbrink. (2017) Perspective on Research and Teaching in Psychology: Enrichment or Burden?. Psychology Learning & Teaching 16:3, pages 306-322.
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Lena Päuler-Kuppinger & Regina Jucks. (2017) Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains. Active Learning in Higher Education 18:1, pages 63-76.
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Anne Nevgi & Erika Löfström. (2015) The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation 46, pages 53-60.
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Keith Trigwell & Michael Prosser. (2013) Qualitative variation in constructive alignment in curriculum design. Higher Education 67:2, pages 141-154.
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