Importance of regulation and the quality of teacher learning in student-centred teaching

References

• Åkerlind, G. S. 2008. “A Phenomenographic Approach to Developing Academics’ Understanding of the Nature of Teaching and Learning.” Teaching in Higher Education 13 (6): 633–644. https://doi.org/10.1080/13562510802452350.
   Web of Science ®Google Scholar
• Aldahdouh, T. Z., M. Murtonen, J. Riekkinen, H. Vilppu, T. Nguyen, and P. Nokelainen. 2023. “University Teachers’ Profiles Based on Digital Innovativeness and Instructional Adaptation to COVID-19: Association with Learning Patterns and Teacher Demographics.” Education and Information Technologies 28 (11): 14473–14491. https://doi.org/10.1007/s10639-023-11748-y.
   Web of Science ®Google Scholar
• Bakkenes, I., J. D. Vermunt, and T. Wubbels. 2010. “Teacher Learning in the Context of Educational Innovation: Learning Activities and Learning Outcomes of Experienced Teachers.” Learning and Instruction 20 (6): 533–548. https://doi.org/10.1016/j.learninstruc.2009.09.001.
   Web of Science ®Google Scholar
• Case, J. M. 2019. “A Third Approach Beyond the False Dichotomy Between Teacher- and Student-Centred Approaches in the Engineering Classroom.” European Journal of Engineering Education 44 (5): 644–649. https://doi.org/10.1080/03043797.2019.1657632.
   Web of Science ®Google Scholar
• Chalmers, D. 2011. “Progress and Challenges to the Recognition and Reward of the Scholarship of Teaching in Higher Education.” Higher Education Research & Development 30 (1): 25–38. https://doi.org/10.1080/07294360.2011.536970.
   Web of Science ®Google Scholar
• Chalmers, D., and D. Gardiner. 2015. “An Evaluation Framework for Identifying the Effectiveness and Impact of Academic Teacher Development Programmes.” Studies in Educational Evaluation 46:81–91. https://doi.org/10.1016/j.stueduc.2015.02.002.
   Web of Science ®Google Scholar
• Endedijk, M. D., J. D. Vermunt, N. Verloop, and M. Brekelmans. 2012. “The Nature of Student Teachers’ Regulation of Learning in Teacher Education.” British Journal of Educational Psychology 82 (3): 469–491. https://doi.org/10.1111/j.2044-8279.2011.02040.x.
   PubMed Web of Science ®Google Scholar
• Entwistle, N. 2009. Teaching for Understanding at University: Deep Approaches and Distinctive Ways of Thinking. Basingstoke, UK: Palgrave Macmillan.
   Google Scholar
• Eteläpelto, A., K. Vähäsantanen, P. Hökkä, and S. Paloniemi. 2013. “What is Agency? Conceptualizing Professional Agency at Work.” Educational Research Review 10: 45–65. https://doi.org/10.1016/j.edurev.2013.05.001.
   Web of Science ®Google Scholar
• European Commission. 2016. 941 Final. Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions Improving and Modernising Education. Brussels, Belgium: European Commission.
   Google Scholar
• Fryer, L., and D. Gijbels. 2017. “Student Learning in Higher Education: Where We are and Paths Forward.” Educational Psychology Review 29: 199–203. https://doi.org/10.1007/s10648-017-9415-5.
   Web of Science ®Google Scholar
• Gibbs, G., and M. Coffey. 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: 87–100. https://doi.org/10.1177/1469787404040463.
   Google Scholar
• Green, T. 2016. “A Methodological Review of Structural Equation Modelling in Higher Education Research.” Studies in Higher Education 41 (12): 2125–2155. https://doi.org/10.1080/03075079.2015.1021670.
   Web of Science ®Google Scholar
• Hanbury, A., M. Prosser, and M. Rickinson. 2008. “The Differential Impact of UK Accredited Teaching Development Programmes on Academics’ Approaches to Teaching.” Studies in Higher Education 33: 469–483. https://doi.org/10.1080/03075070802211844.
   Web of Science ®Google Scholar
• Hénard, F., and D. Roseveare. 2012. “Fostering Quality Teaching Higher Education: Policies and Practices.” In An IMHE Guide for Higher Education Institutions. Paris: OECD.
   Google Scholar
• Hu, L., and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives: Structural Equation Modeling: A Multidisciplinary Journal.” 6 (1): 1–55. https://doi.org/10.1080/10705519909540118
   Google Scholar
• Leuven and Louvain-la-Neuve Communiqué. 2009. “The Bologna Process 2020 – The European Higher Education Area in the New Decade.” Communiqué of the Conference of European Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve. https://ehea.info/media.ehea.info/file/20090223-Ostend/54/2/BFUG_Board_CZ_19_4_draft_communique_200209_594542.pdf.
   Google Scholar
• Light, G., and C. Calkins. 2008. “The Experience of Faculty 1 Development: Patterns of Variation in Conceptions of Teaching.” International Journal for Academic Development 13 (1): 27–40. https://doi.org/10.1080/13601440701860227.
   Google Scholar
• Lindblom-Ylänne, S., and A. Nevgi. 2003. Yliopisto- ja korkeakouluopettajan käsikirja [University and Higher Education Teachers]. Porvoo: WSOY.
   Google Scholar
• Lindblom-Ylänne, S., A. Nevgi, and K. Trigwell. 2011. “Regulation of University Teaching.” Instructional Science 39: 483–495. https://doi.org/10.1007/s11251-010-9141-6.
   Web of Science ®Google Scholar
• MacFarlane, B. 2014. “Dualisms in Higher Education: A Critique of Their Influence and Effect.” Higher Education Quarterly 69 (1): 101–118. https://doi.org/10.1111/hequ.12046.
   Google Scholar
• Murtonen, M., and H. Vilppu. 2020. “Change in University Pedagogical Culture – The Impact of Increased Pedagogical Training on First Teaching Experiences.” International Journal of Learning, Teaching and Educational Research 19 (3): 367–383. https://doi.org/10.26803/ijlter.19.3.20.
   Google Scholar
• Noben, I., J. F. Deinum, I. M. E. Douwes-van Ark, and W. H. A. 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: 100966. https://doi.org/10.1016/j.stueduc.2020.100966.
   Web of Science ®Google Scholar
• Norton, L., T. E. Richardson, J. Hartley, S. Newstead, and J. Mayes. 2005. “Teachers’ Beliefs and Intentions Concerning Teaching in Higher Education.” Higher Education 50: 537–571. https://doi.org/10.1007/s10734-004-6363-z.
   Web of Science ®Google Scholar
• Ödalen, J., D. Brommesson, G. Ó. Erlingsson, J. K. Schaffer, and M. Fogelgren. 2019. “Teaching University Teachers to Become Better Teachers: The Effects of Pedagogical Training Courses at Six Swedish Universities.” Higher Education Research and Development 38 (2): 339–353. https://doi.org/10.1080/07294360.2018.1512955.
   Web of Science ®Google Scholar
• Oosterheert, I. E., and J. D. Vermunt. 2001. “Individual Differences in Learning to Teach: Relating Cognition, Regulation and Affect.” Learning and Instruction 11: 133–156. https://doi.org/10.1016/S0959-4752(00)00019-0.
   Web of Science ®Google Scholar
• Oosterheert, I. E., J. D. Vermunt, and E. Denessen. 2002. “Assessing Orientations to Learning to Teach.” British Journal of Educational Psychology 72: 41–64. https://doi.org/10.1348/000709902158766.
   PubMed Web of Science ®Google Scholar
• Pintrich, P. R. 2000. “Chapter 14 – The Role of Goal Orientation in Self-Regulated Learning.” In Handbook of Self-Regulation, edited by M. Boekaerts, R. P. Paul, and M. Zeidner, 451–502. San Diego: Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3.
   Google Scholar
• Podsakoff, P. M., S. B. MacKenzie, J.-Y. Lee, and N. P. Podsakoff. 2003. “Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies.” Journal of Applied Psychology 88 (5): 879–903. https://doi.org/10.1037/0021-9010.88.5.879.
   PubMed Web of Science ®Google Scholar
• Postareff, L., and S. Lindblom-Ylänne. 2008. “Variation in Teachers’ Descriptions of Teaching: Broadening the Understanding of Teaching in Higher Education.” Learning and Instruction 18 (2): 109–120. https://doi.org/10.1016/j.learninstruc.2007.01.008.
   Web of Science ®Google Scholar
• Postareff, L., S. Lindblom-Ylänne, and A. Nevgi. 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
• Preacher, K., and A. F. Hayes. 2008. “Asymptotic and Resampling Strategies for Assessing and Comparing Indirect Effects in Multiple Mediator Models.” Behavior Research Methods 40 (3): 879–891. https://doi.org/10.3758/BRM.40.3.879.
   PubMed Web of Science ®Google Scholar
• Pyhältö, K., J. Pietarinen, and T. Soini. 2015. “Teachers’ Professional Agency and Learning – From Adaption to Active Modification in the Teacher Community.” Teachers & Teaching 21 (7): 811–830. https://doi.org/10.1080/13540602.2014.995483.
   Web of Science ®Google Scholar
• Quinn, L. 2012. “Understanding Resistance: An Analysis of Discourses in Academic Staff Development.” Studies in Higher Education 37 (1): 69–83. https://doi.org/10.1080/03075079.2010.497837.
   Web of Science ®Google Scholar
• Schreiber, J. B., A. Nora, F. K. Stage, E. A. Barlow, and J. King. 2006. “Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review.” The Journal of Educational Research 99 (6): 232–338. https://doi.org/10.3200/JOER.99.6.323-338.
   Web of Science ®Google Scholar
• Stes, A., S. De Maeyer, D. Gijbels, and P. Van Petegem. 2012. “Instructional Development for Teachers in Higher Education: Effects on Students’ Learning Outcomes.” Teaching in Higher Education 17 (3): 295–308. https://doi.org/10.1080/13562517.2011.611872.
   Web of Science ®Google Scholar
• Stewart, M. 2014. “Making Sense of a Teaching Programme for University Academics: Exploring the Longer-Term Effects.” Teaching and Teacher Education 38: 89–98. https://doi.org/10.1016/j.tate.2013.11.006.
   Web of Science ®Google Scholar
• Tabachnick, B. G., and L. S. Fidell. 2007. Using Multivariate Statistics. Boston: Pearson Education Inc.
   Google Scholar
• Trigwell, K., and M. Prosser. 2004. “Development and Use of the Approaches to Teaching Inventory.” Educational Psychology Review 16 (4): 409–424. https://doi.org/10.1007/s10648-004-0007-9.
   Web of Science ®Google Scholar
• Trigwell, K., M. Prosser, and F. Waterhouse. 1999. “Relations Between Teachers’ Approaches to Teaching and Students’ Approaches to Learning.” Higher Education 37 (1): 57–70. https://doi.org/10.1023/A:1003548313194.
   Web of Science ®Google Scholar
• Trigwell, K., K. C. Rodriguez, and F. Han. 2012. “Assessing the Impact of a University Teaching Development Programme.” Assessment and Evaluation in Higher Education 37 (4): 499–511. https://doi.org/10.1080/02602938.2010.547929.
   Web of Science ®Google Scholar
• Uiboleht, K., M. Karm, and L. 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): 321–347. https://doi.org/10.1007/s10984-018-9257-1.
   Google Scholar
• van Eekelen, I., H. Boshuizen, and J. D. Vermunt. 2005. “Self-Regulation in Higher Education Teacher Learning.” Higher Education 50 (3): 447–471. https://doi.org/10.1007/s10734-004-6362-0.
   Web of Science ®Google Scholar
• Vardi, I., and R. Quin. 2011. “Promotion and the Scholarship of Teaching and Learning.” Higher Education Research and Development 30 (1): 39–49. https://doi.org/10.1080/07294360.2011.536971.
   Web of Science ®Google Scholar
• Vermunt, J. D. 1996. “Metacognitive, Cognitive and Affective Aspects of Learning Styles and Strategies: A Phenomenographic Analysis.” Higher Education 31: 25–50. https://doi.org/10.1007/BF00129106.
   Web of Science ®Google Scholar
• Vermunt, J. D. 1998. “The Regulation of Constructive Learning Processes.” British Journal of Educational Psychology 68 (2): 149–171. https://doi.org/10.1111/j.2044-8279.1998.tb01281.x.
   Web of Science ®Google Scholar
• Vermunt, J. D. 2005. “Relations Between Student Learning Patterns and Personal and Contextual Factors and Academic Performance.” Higher Education 49: 205–234. https://doi.org/10.1007/s10734-004-6664-2.
   Web of Science ®Google Scholar
• Vermunt, J. D., and V. A. Donche. 2017. “Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward.” Educational Psychology Review 29 (2): 269–299. https://doi.org/10.1007/s10648-017-9414-6.
   Web of Science ®Google Scholar
• Vermunt, J. D., and F. A. W. M. van Rijswijk. 1988. “Analysis and Development of Students’ Skill in Self-Regulated Learning.” Higher Education 17 (6): 647–682. https://doi.org/10.1007/BF00143780.
   Web of Science ®Google Scholar
• Vermunt, J. D., and N. Verloop. 1999. “Congruence and Friction Between Learning and Teaching.” Learning and Instruction 9 (3): 257–280. https://doi.org/10.1016/S0959-4752(98)00028-0.
   Web of Science ®Google Scholar
• Vermunt, J. D., and Y. J. Vermetten. 2004. “Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations.” Educational Psychology Review 16: 359–384. https://doi.org/10.1007/s10648-004-0005-y.
   Web of Science ®Google Scholar
• Vermunt, J. D., M. Vrikki, N. van Halem, P. Warwick, and N. Mercer. 2019. “The Impact of Lesson Study Professional Development on the Quality of Teacher Learning.” Teaching and Teacher Education 81: 61–73. https://doi.org/10.1016/j.tate.2019.02.009.
   Web of Science ®Google Scholar
• Vermunt, J. D., M. Vrikki, P. Warwick, and N. Mercer. 2017. “Connecting Teacher Identity Formation to Patterns in Teacher Learning.” In The Sage Handbook of Research on Teacher Education, edited by D. J. Clandinin and J. Husu, 143–159. Thousand Oaks: Sage Publications Ltd.
   Google Scholar
• Vilppu, H., I. Södervik, L. Postareff, and M. Murtonen. 2019. “The Effect of Short Online Pedagogical Training on University Teachers’ Interpretations of Teaching–Learning Situations.” Instructional Science 47 (6): 679–709. https://doi.org/10.1007/s11251-019-09496-z.
   Web of Science ®Google Scholar
• Volles, N. 2016. “Lifelong Learning in the EU: Changing Conceptualisations, Actors, and Policies.” Studies in Higher Education 41 (2): 343–363. https://doi.org/10.1080/03075079.2014.927852.
   Web of Science ®Google Scholar
• Zimmerman, B. J. 2000. “Chapter 2 – Attaining Self-Regulation: A Social Cognitive Perspective.” In Handbook of Self-Regulation, edited by M. Boekaerts, R. P. Paul, and M. Zeidner, 13–39. San Diego: Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7.
   Google Scholar