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Higher Education Research & Development Volume 40, 2021 - Issue 4
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How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge

Sabine Fabriza Department for Educational Psychology, Goethe University, Frankfurt, GermanyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-2262-9283View further author information
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Miriam Hansena Department for Educational Psychology, Goethe University, Frankfurt, GermanyView further author information
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Carmen Heckmanna Department for Educational Psychology, Goethe University, Frankfurt, GermanyView further author information
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Julia Mordela Department for Educational Psychology, Goethe University, Frankfurt, GermanyORCID Iconhttps://orcid.org/0000-0002-8469-1317View further author information
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Julia Mendzheritskayaa Department for Educational Psychology, Goethe University, Frankfurt, GermanyView further author information
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Sebastian Stehlea Department for Educational Psychology, Goethe University, Frankfurt, GermanyView further author information
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Lukas Schulze-Vorberga Department for Educational Psychology, Goethe University, Frankfurt, GermanyView further author information
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Immanuel Ulrichb IUBH, Frankfurt, GermanyORCID Iconhttps://orcid.org/0000-0003-1406-8711View further author information
ORCID Icon &
Holger Horza Department for Educational Psychology, Goethe University, Frankfurt, GermanyView further author information
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Pages 738-752 | Received 02 Oct 2019, Accepted 14 May 2020, Published online: 04 Jul 2020

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Read on this site (4)

Sally Patfield, Jennifer Gore, Elena Prieto, Leanne Fray & Kristina Sincock. (2022) Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice. International Journal for Academic Development 0:0, pages 1-16.
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Omar M. Muammar & Mohammed S. Alkathiri. (2022) What really matters to faculty members attending professional development programs in higher education. International Journal for Academic Development 27:3, pages 221-233.
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Margo Brewer, Gisela van Kessel, Brooke Sanderson & Alice Carter. (2022) Enhancing student resilience by targeting staff resilience, attitudes and practices. Higher Education Research & Development 41:4, pages 1013-1027.
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Marcia Devlin & Gayani Samarawickrema. (2022) A commentary on the criteria of effective teaching in post-COVID higher education. Higher Education Research & Development 41:1, pages 21-32.
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Articles from other publishers (1)

Ine Noben, Jan Folkert Deinum, Irene M.E. Douwes-van Ark & W.H. Adriaan Hofman. (2021) How is a professional development programme related to the development of university teachers’ self-efficacy beliefs and teaching conceptions?. Studies in Educational Evaluation 68, pages 100966.
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