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Teaching in Higher Education
Critical Perspectives
Volume 14, 2009 - Issue 4
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Articles

Self and continuing professional learning (development): issues of curriculum and identity in developing academic practice

Chris Trevitt Centre for Educational Development and Academic Methods, The Australian National University, Australia; Oxford Learning Institute, University of Oxford, Littlegate House, St Ebbe's Street, Oxford, OX1 1PT, UKCorrespondence[email protected]
&
Chandima Perera The Canberra Hospital, Australia; The Australian National University Medical School, Australia
Pages 347-359 | Published online: 10 Jul 2009

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Read on this site (5)

Agnes Bosanquet, Lilia Mantai & Vanessa Fredericks. (2020) Deferred time in the neoliberal university: experiences of doctoral candidates and early career academics. Teaching in Higher Education 25:6, pages 736-749.
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Jennifer Leigh. (2016) An embodied perspective on judgements of written reflective practice for professional development in Higher Education. Reflective Practice 17:1, pages 72-85.
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Luke Houghton, Aaron Ruutz, Wendy Green & Ray Hibbins. (2015) I just do not have time for new ideas: resistance, resonance and micro-mobilisation in a teaching community of practice. Higher Education Research & Development 34:3, pages 527-540.
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Wendy Green, Raymond Hibbins, Luke Houghton & Aaron Ruutz. (2013) Reviving praxis: stories of continual professional learning and practice architectures in a faculty-based teaching community of practice. Oxford Review of Education 39:2, pages 247-266.
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Chris Trevitt & Claire Stocks. (2012) Signifying authenticity in academic practice: a framework for better understanding and harnessing portfolio assessment. Assessment & Evaluation in Higher Education 37:2, pages 245-257.
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Articles from other publishers (9)

Xiangyun Du, Aida Guerra, Bente Nørgaard, Youmen Chaaban, Adrian Lundberg & Niels Erik Ruan Lyngdorf. (2022) University Teachers’ Change Readiness to Implement Education for Sustainable Development through Participation in a PBL-Based PD Program. Sustainability 14:19, pages 12079.
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Gopalakrishnan Soundararajan. (2020) HIGH IMPACT VENTURES ON TEACHING AND LEARNING PRACTICES IN GLOBAL PERSPECTIVE TO MEET EMPLOYER’S EXPECTATION. Humanities & Social Sciences Reviews 8:2, pages 46-51.
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Vivien Silvey, Lacy Pejcinovic & Tess Snowball. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education 1 16 .
Vivien Silvey, Lacy Pejcinovic & Tess Snowball. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education 39 54 .
Vivien Silvey, Lacy Pejcinovic & Tess Snowball. 2018. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education 1 16 .
Vivien Silvey, Lacy Pejcinovic & Tess Snowball. 2017. Professional and Support Staff in Higher Education. Professional and Support Staff in Higher Education 1 16 .
B. Baspinar, G. Eskici & A. O. Ozcelik. (2017) How coffee affects metabolic syndrome and its components. Food & Function 8:6, pages 2089-2101.
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Christian Voirol, Marie-Claude Audétat, Marie-France Pelland, Julie Lajeunesse, Raynald Gareau & Réjean Duplain. (2014) Comment mieux aider les médecins de la relève à assumer des responsabilités de gestion ?. Pédagogie Médicale 15:3, pages 169-181.
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Chris Trevitt, Anne Macduff & Aliya Steed. (2014) [e]portfolios for learning and as evidence of achievement: Scoping the academic practice development agenda ahead. The Internet and Higher Education 20, pages 69-78.
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