Citations (23)
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Ian Sadler & Nicola Reimann. (2018) Variation in the development of teachers’ understandings of assessment and their assessment practices in higher education. Higher Education Research & Development 37:1, pages 131-144.
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Eugénia Flora Rosa Cossa, Domingos Carlos Buque & Jorge Jaime dos Santos Fringe. (2016) Teaching experience and expectations of early-career academics in Mozambique: the case of Universidade Eduardo Mondlane. Studies in Higher Education 41:10, pages 1772-1785.
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Damtew Teferra. (2016) Conclusion: the era of mass early career academics and aging faculty – Africa's paradox. Studies in Higher Education 41:10, pages 1869-1881.
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Jeff Jawitz & Teresa Perez. (2016) Investing in teaching development: navigating risk in a research intensive institution. International Journal for Academic Development 21:3, pages 194-205.
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Ana-Inés Renta-Davids, José-Miguel Jiménez-González, Manel Fandos-Garrido & Ángel-Pío González-Soto. (2016) Organisational and training factors affecting academic teacher training outcomes. Teaching in Higher Education 21:2, pages 219-231.
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Caroline Trautwein, Matthias Nückles & Marianne Merkt. (2015) Complex dynamics in academics' developmental processes in teaching. Higher Education Research & Development 34:3, pages 641-657.
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Debra Sellheim & Mary Weddle. (2015) Using a Collaborative Course Reflection Process to Enhance Faculty and Curriculum Development. College Teaching 63:2, pages 52-61.
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Adrian Kirkwood. (2014) Teaching and learning with technology in higher education: blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning: The Journal of Open, Distance and e-Learning 29:3, pages 206-221.
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Eisuke Saito. (2013) When a practitioner becomes a university faculty member: a review of literature on the challenges faced by novice ex-practitioner teacher educators. International Journal for Academic Development 18:2, pages 190-200.
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Adrian Kirkwood & Linda Price. (2013) Missing: evidence of a scholarly approach to teaching and learning with technology in higher education. Teaching in Higher Education 18:3, pages 327-337.
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Nicola Reimann & Angelina Wilson. (2012) Academic development in ‘assessment for learning’: the value of a concept and communities of assessment practice. International Journal for Academic Development 17:1, pages 71-83.
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Russell Warhurst. (2008) Reflections on reflective learning in professional formation. Studies in the Education of Adults 40:2, pages 176-191.
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Sue Webster. (2008) Trust the process: an analysis of the impact of NPQICL on the universities contracted to deliver the programme during the first year of the national rollout. European Early Childhood Education Research Journal 16:1, pages 67-82.
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Paul Rodaway. (2007) Changing perspectives on teaching. Journal of Further and Higher Education 31:1, pages 1-6.
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Articles from other publishers (8)
Lorna R. Kearns. (2016) The experience of teaching online and its impact on faculty innovation across delivery methods. The Internet and Higher Education 31, pages 71-78.
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T. Warne, K. Holland & S. McAndrew. (2011) The catcher in the why: Developing an evidence-based approach to the organization, delivery and evaluation of pre-registration nurse educational programmes. Nurse Education in Practice 11:2, pages 131-135.
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Carolin Kreber & Heather Castleden. (2008) Reflection on teaching and epistemological structure: reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields. Higher Education 57:4, pages 509-531.
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