How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge

References

• Adam, S., & Gemlich, V. (2000). Report for the European Commission – ECTS Extension Feasibility Project. Retrieved from http://media.ehea.info/file/BFUG_Seminar/96/8/ECTS_ext_feasibility_553968.pdf
   Google Scholar
• Ashton, P. T., & Webb, R. B. (1986). Teachers’ sense of efficacy, classroom behavior, and student achievement. In P. T. Ashton & R. B. Webb (Eds.), Research on teaching monograph series. Making a difference (pp. 125–144). New York: Longman.
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
   Google Scholar
• Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 25–48). Boston, MA: Springer US.
   Google Scholar
• Berendt, B. (1998). How to support and to bring about the shift from teaching to learning through academic staff development programmes: Examples and perspectives. Higher Education in Europe, 23(3), 317–329. doi: 10.1080/0379772980230303
   Google Scholar
• Boud, D., & Brew, A. (2013). Reconceptualising academic work as professional practice: Implications for academic development. International Journal for Academic Development, 18(3), 208–221. doi: 10.1080/1360144X.2012.671771
   Google Scholar
• Burton, J. P., Bamberry, N.-J., & Harris-Boundy, J. (2005). Developing personal teaching efficacy in new teachers in university settings. Academy of Management Learning & Education, 4(2), 160–173. doi: 10.5465/amle.2005.17268563
   Web of Science ®Google Scholar
• Chalmers, D., & Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation, 46, 81–91. doi: 10.1016/j.stueduc.2015.02.002
   Web of Science ®Google Scholar
• Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16, 297–334. doi: 10.1007/BF02310555
   Web of Science ®Google Scholar
• De Rijdt, D., Stes, A., van der Vleuten, C., & Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education. Educational Research Review, 8, 48–74. doi: 10.1016/j.edurev.2012.05.007
   Web of Science ®Google Scholar
• Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research & Development, 29(2), 111–124. doi: 10.1080/07294360903244398
   Web of Science ®Google Scholar
• DGHD. (2019). (Re-)Akkreditierung von Programmen und Einrichtungen. Retrieved from https://www.dghd.de/praxis/akkreditierungskommission/akko-downloads/
   Google Scholar
• Fendler, J., & Gläser-Zikuda, M. (2013). Teaching experience and the “shift from teaching to learning”. Zeitschrift für Hochschulentwicklung, 8(3), 15–28.
   Google Scholar
• Gibbs, G. (2010). Dimensions of quality. York: Higher Education Academy.
   Google Scholar
• Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. doi: 10.1177/1469787404040463
   Google Scholar
• Gollwitzer, M., & Schlotz, W. (2003). Das “Trierer Inventar zur Lehrveranstaltungsevaluation” (TRIL). In G. Krampen & H. Zayer (Eds.), Psychologiedidaktik und Evaluation IV (pp. 114–128). Bonn: DPV.
   Google Scholar
• Gordon, C., & Debus, R. (2002). Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context. The British Journal of Educational Psychology, 72(4), 483–511. doi: 10.1348/00070990260377488
   PubMed Web of Science ®Google Scholar
• Hanbury, A., Prosser, M., & Rickinson, M. (2008). The differential impact of UK accredited teaching development programmes on academics’ approaches to teaching. Studies in Higher Education, 33(4), 469–483. doi: 10.1080/03075070802211844
   Web of Science ®Google Scholar
• Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1, 79–91. doi: 10.1037/stl0000021
   Google Scholar
• Hénard, F., & Roseveare, D. (2012). Fostering quality teaching in higher education: Policies and practices: An IHME guide for higher education institutions. Paris: OECD.
   Google Scholar
• Howland, J., & Wedman, J. (2004). A process model for faculty development: Individualizing technology learning. Journal of Technology and Teacher Education, 12(2), 239–262.
   Google Scholar
• Hubball, H., & Clarke, A. (2010). Diverse methodological approaches and considerations for SoTL in higher education. Canadian Journal for the Scholarship of Teaching and Learning, 1(1), 1–11. doi: 10.5206/cjsotl-rcacea.2010.1.2
   Google Scholar
• Hughes, J., McKenna, C., Kneale, P., Winter, J., Turner, R., Spowart, L., & Muneer, R. (2016). Evaluating teaching development in higher education: Towards impact assessment (Literature Review). York: Higher Education Academy.
   Google Scholar
• Ingvarson, L., Meiers, M., & Beavis, A. (2003). Evaluating the quality and impact of professional development programs. Conference proceedings , ACER “Building Teacher Quality: What does the research tell us?” (pp. 28–34). Melbourne.
   Google Scholar
• Johannes, C., Fendler, J., & Seidel, T. (2013). Teachers’ perceptions of the learning environment and their knowledge base in a training program for novice university teachers. International Journal for Academic Development, 18(2), 152–165. doi: 10.1080/1360144X.2012.681785
   Google Scholar
• Jones, A., Lygo-Baker, S., Markless, S., Rienties, B., & Di Napoli, R. (2017). Conceptualizing impact in academic development: Finding a way through. Higher Education Research & Development, 36(1), 116–128. doi: 10.1080/07294360.2016.1176997
   Web of Science ®Google Scholar
• Kauffeld, S., Brennecke, J., & Strack, M. (2009). Erfolge sichtbar machen: Das Maßnahmen-Erfolgs-Inventar (MEI) zur Bewertung von Trainings. In S. Kauffeld, S. Grote, & E. Fieling (Eds.), Handbuch Kompetenzentwicklung (pp. 55–78). Stuttgart: Schäffer-Poeschel.
   Google Scholar
• Kirkpatrick, D. L. (1996). Evaluating training programs: The four levels. San Francisco, CA: BK.
   Google Scholar
• Knight, P., Tait, J., & Yorke, M. (2006). The professional learning of teachers in higher education. Studies in Higher Education, 31(3), 319–339. doi: 10.1080/03075070600680786
   Web of Science ®Google Scholar
• Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. doi: 10.1037/a0032583
   Web of Science ®Google Scholar
• Land, R., & Gordon, G. (2013). Enhancing quality in higher education: International perspectives. International Studies in Higher Education. Hoboken: Taylor & Francis.
   Google Scholar
• Land, R., & Gordon, G. (2015). Teaching excellence initiatives: Modalities and operational factors. York: The Higher Education Academy.
   Google Scholar
• Lauer, S., & Wilkesmann, U. (2019). How the institutional environment affects collegial exchange about teaching at German research universities: Findings from a nationwide survey. Tertiary Education and Management, 25(2), 131–144. doi: 10.1007/s11233-019-09020-5
   Web of Science ®Google Scholar
• Meizlish, D. S., Wright, M. C., Howard, J., & Kaplan, M. L. (2018). Measuring the impact of a new faculty program using institutional data. International Journal for Academic Development, 23(2), 72–85. doi: 10.1080/1360144X.2017.1364644
   Web of Science ®Google Scholar
• Mowbray, R., & Perry, L. (2015). Improving lecture quality through training in public speaking. Innovations in Education and Teaching International, 52(2), 207–217. doi: 10.1080/14703297.2013.849205
   Web of Science ®Google Scholar
• Nasmith, L., Saroyan, A., Steinert, Y., Daigle, N., & Franco, E. D. (1997). Long-term impact of faculty development workshops: A pilot study. In A. J. J. A. Scherpbier, C. P. M. Vleuten, J. J. Rethans, & A. F. W. Steeg (Eds.), Advances in medical education (pp. 237–240). Dordrecht: Springer Science.
   Google Scholar
• Nevgi, A., & Löfström, E. (2015). The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme. Studies in Educational Evaluation, 46, 53–60. doi: 10.1016/j.stueduc.2015.01.003
   Web of Science ®Google Scholar
• Pekrun, R., Vom Hofe, R., Blum, W., Frenzel, A. C., Goetz, T., & Wartha, S. (2007). Development of mathematical competencies in adolescence: The PALMA longitudinal study. In M. Prenzel (Ed.), Studies on the educational quality of schools: The final report on the DFG priority programme (pp. 17–37). Münster: Waxmann.
   Google Scholar
• Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557–571. https://doi.org/10.1016/j.tate.2006.11.013
   Web of Science ®Google Scholar
• Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education. Higher Education, 56(1), 29–43. doi: 10.1007/s10734-007-9087-z
   Web of Science ®Google Scholar
• Prosser, M., & Trigwell, K. (2006). Confirmatory factor analysis of the Approaches to Teaching Inventory. The British Journal of Educational Psychology, 76(Pt 2), 405–419. doi: 10.1348/000709905X43571
   PubMedGoogle Scholar
• Quirk, M. E., DeWitt, T., Lasser, D., Huppert, M., & Hunniwell, E. (1998). Evaluation of primary care futures: A faculty development program for community health center preceptors. Academic Medicine, 73(6), 705–707. doi: 10.1097/00001888-199806000-00019
   PubMed Web of Science ®Google Scholar
• Renta-Davids, A. I., Jiménez-González, J. M., Fandos-Garrido, M., & González-Soto, A. P. (2016). Organisational and training factors affecting academic teacher training outcomes. Teaching in Higher Education, 21, 219–231. doi: 10.1080/13562517.2015.1136276
   Web of Science ®Google Scholar
• Roche, L. A., & Marsh, H. W. (2000). Multiple dimensions of university teacher self-concept. Instructional Science, 28(5), 439–468. doi: 10.1023/A:1026576404113
   Web of Science ®Google Scholar
• Sadler, I., & Reimann, N. (2018). Variation in the development of teachers’ understandings of assessment and their assessment practices in higher education. Higher Education Research & Development, 37(1), 131–144. doi: 10.1080/07294360.2017.1344199
   Web of Science ®Google Scholar
• Sambell, K., Brown, S., & Graham, L. (2017). Engaging staff in their own professional development. In K. Sambell, S. Brown, & L. Graham (Eds.), Professionalism in practice (pp. 227–260). Cham: Palgrave.
   Google Scholar
• Schwarzer, R., & Jerusalem, M. ( Eds.). (1999). Skalen zur Erfassung von Lehrer- und Schülermerkmalen: Dokumentation der psychometrischen Verfahren im Rahmen der wissenschaftlichen Begleitung des Modellversuchs Selbstwirksame Schulen. Berlin: Schwarzer.
   Google Scholar
• Shayer, M. (1992). Problems and issues in intervention studies. In A. Demetriou, M. Shayer, & A. Efklides (Eds.), Neo-Piagetian theories of cognitive development: Implications and applications for education (pp. 107–121). London: Routledge.
   Google Scholar
• Sheets, K. J., & Henry, R. C. (1984). Assessing the impact of faculty development programs in medical education. Journal of Medical Education, 59(9), 746–748.
   PubMedGoogle Scholar
• Simon, E., & Pleschová, G. ( Eds.). (2013). Teacher development in higher education: Existing programs, program impact, and future trends. New York: Routledge.
   Google Scholar
• Stes, A., Maeyer, S., de Gijbels, D., & van Petegem, P. (2012). Instructional development for teachers in higher education: Effects on students’ learning outcomes. Teaching in Higher Education, 17(3), 295–308. doi: 10.1080/13562517.2011.611872
   Web of Science ®Google Scholar
• Stes, A., Min-Leliveld, M., Gijbels, D., & van Petegem, P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. Educational Research Review, 5(1), 25–49. doi: 10.1016/j.edurev.2009.07.001
   Web of Science ®Google Scholar
• Taylor, K. L., & Rege Colet, N. (2010). Making the shift from faculty development to educational development: A conceptual framework grounded in practice. In A. Saroyan, & M. Frenay (Eds.), Building teaching capacities in higher education: A comprehensive international model (pp. 39–167). Sterling: Stylus.
   Google Scholar
• Tennill, M. M., & Cohen, M. W. (2013). Assessing the long-term impact of a professional development program. To Improve the Academy, 32, 145–159. doi: 10.1002/j.2334-4822.2013.tb00703.x
   Google Scholar
• Thomson, K. E., & Trigwell, K. R. (2018). The role of informal conversations in developing university teaching? Studies in Higher Education, 43(9), 1536–1547. doi: 10.1080/03075079.2016.1265498
   Web of Science ®Google Scholar
• Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40(3), 607–621. doi: 10.1007/s11251-011-9192-3
   Web of Science ®Google Scholar
• Trigwell, K., Caballero, R. K., & Han, F. (2012). Assessing the impact of a university teaching development programme. Assessment & Evaluation in Higher Education, 37(4), 499–511. doi: 10.1080/02602938.2010.547929
   Web of Science ®Google Scholar
• Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. doi: 10.3102/00346543068002202
   Web of Science ®Google Scholar
• Ulrich, I. (2013). Strategisches Qualitätsmanagement in der Hochschullehre: Theoriegeleitete Workshops für Lehrende zur Förderung kompetenzorientierter Lehre. Wiesbaden: Springer.
   Google Scholar
• Ulrich, I., & Heckmann, C. (2017). Taxonomien hochschuldidaktischer Designs und Methoden aus pädagogisch-psychologischer Sicht samt Musterbeispielen aus der aktuellen Forschung. die hochschullehre, 3, 1–28.
   Google Scholar
• Wilkesmann, U., & Lauer, S. (2015). What affects the teaching style of German professors? Evidence from two nationwide surveys. Zeitschrift für Erziehungswissenschaft, 18(4), 713–736. doi: 10.1007/s11618-015-0628-4
   Web of Science ®Google Scholar
• Winter, J., Turner, R., Spowart, L., Muneer, R., & Kneale, P. (2017). Evaluating academic development in the higher education sector: Academic developers’ reflections on using a toolkit resource. Higher Education Research & Development, 36(7), 1503–1514. doi: 10.1080/07294360.2017.1325351
   Web of Science ®Google Scholar
• Woolfolk Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching. Teaching and Teacher Education, 21(4), 343–356. doi: 10.1016/j.tate.2005.01.007
   Web of Science ®Google Scholar
• Young, K. J., & Kline, T. J. B. (1996). Perceived self-efficacy, outcome-efficacy and feedback: Their effects on professors’ teaching development motivation. Canadian Journal of Behavioural Science, 28(1), 43–51. doi: 10.1037/0008-400X.28.1.43
   Web of Science ®Google Scholar