Becoming a university teacher: evidence from teaching portfolios (how academics learn to teach)

References

• Adelman , C. 1984 . The Politics and Ethics of Evaluation , London : Croom Helm .
   Google Scholar
• Ainley , P. 1994 . Degrees of Difference: higher education in the 1990s , London : Lawrence & Wishart .
   Google Scholar
• Argyris , C. and Schön , D. A. 1974 . Theory in Practice: increasing professional effectiveness , San Francisco : Jossey-Bas .
   Google Scholar
• Argyris , C. and Schön , D. A. 1978 . Organisational Learning , MA : Addison-Wesley . Reading
   Google Scholar
• Argyris , C. , Putnam , R. and McLain Smith , D. 1985 . Action Science , San Francisco : Jossey–Bass .
   Google Scholar
• Boud , D. and Walker , D. 1998 . Promoting Reflection in Professional Courses: the challenge of context . Studies in Higher Education , 23 : 191 – 206 .
   Web of Science ®Google Scholar
• Carson , T. 1990 . What Kind of Knowing is Critical Action Research? . Theory into Practice , XXIX : 167 – 173 .
   Google Scholar
• Dunkin , M. J. 1990 . The Indication of Academic Staff to a University: processes and products . Higher Education , 20 : 47 – 66 .
   Web of Science ®Google Scholar
• Eraut , M. 1994 . Developing Professional Knowledge and Competence , London : Falmer Press .
   Google Scholar
• Fox , D. 1983 . Personal Theories of Teaching . Studies in Higher Education , 8 : 151 – 163 .
   Web of Science ®Google Scholar
• Gibbs , G. 1989 . Creating a Teaching Profile , Bristol : Technical and Educational Services Ltd .
   Google Scholar
• Gilbert , A. and Gibbs , G. 1998 . A Proposal for a Collaborative International Research Programme to Identify the Impact of Initial Training on University Teaching , Centre for Higher Education Practice . unpublished paper
   Google Scholar
• Grumet , M. R. 1989 . Generations: reconceptualist curriculum theory and teacher education . Journal of Teacher Education , January–February : 13 – 17 .
   Web of Science ®Google Scholar
• Hartley , D. “ The Evaluative State and Self-management in Education: cause for reflection ” . In A Socially Critical View of the Self-managing School , Edited by: Smyth , J. 99 – 115 . London : Falmer Press .
   Google Scholar
• Hartley , D. 1998 . In Search of Structure: theory and practice in the management of education . Journal of Education Policy , 13 : 152 – 162 .
   Google Scholar
• Holly , M. L. 1989 . Writing to Grow: keeping a personal-professional journal , Portsmouth : Heinemann .
   Google Scholar
• Jenkins , A. 1996 . Discipline-based Educational Development . International Journal for Academic Development , 1 : 50 – 62 .
   Google Scholar
• Kember , D. and Gow , L. 1994 . Orientations of Teaching and Their Effect on the Quality of Student Learning . Journal of Higher Education , 65 : 20 – 33 .
   Web of Science ®Google Scholar
• Kugel , P. 1993 . How Professors Develop as Teachers . Studies in Higher Education , 18 : 315 – 328 .
   Web of Science ®Google Scholar
• Marton , F. and Säljö , R. 1976 . On Qualitative Differences in Learning 1. Outcome and Process . British Journal of Educational Psychology , 46 : 4 – 11 .
   Web of Science ®Google Scholar
• McCrindle , A. and Christensen , C. A. 1995 . The Impact of Learning Journals on Meta Cognitive and Cognitive Processes and Learning Performance . Learning and Instruction , 5 : 167 – 185 .
   Google Scholar
• McLean , M. and Blackwell , R. 1997 . Opportunity Knocks? Professionalism and Excellence in University Teaching . Teachers and Teaching , 3 : 85 – 99 .
   Google Scholar
• Moon , J. 1999 . Reflection in Learning and Professional Development: theory and practice , London : Kogan Page .
   Google Scholar
• Mullins , G. P. and Cannon , R. A. 1991 . A Teaching Portfolio for Departments . Research and Development in Higher Education , 13 : 378 – 383 .
   Google Scholar
• Murray , K. and MacDonald , R. 1997 . The Disjunction between Lecturers' Conceptions of Teaching and Their Claimed Educational Practice . Higher Education , 33 : 331 – 349 .
   Web of Science ®Google Scholar
• National Committee of Inquiry into Higher Education . 1997 . Higher Education in the Learning Society , Norwich : Her Majesty's Stationery Office . Report of the National Committee
   Google Scholar
• Nixon , J. 1996 . Professional Identity and the Restructuring of Higher Education . Studies in Higher Education , 21 : 5 – 16 .
   Web of Science ®Google Scholar
• Nyquist , J. D. and Wulff , D. H. Disciplinary Differences in Preparing Future College/University Professors . paper presented at ICED Conference on Supporting Educational , Austin, , Texas, USA : Faculty and TA Development within Departments and Disciplines .
   Google Scholar
• Outhwaite , W. 1996 . The Habermas Reader , Cambridge : Polity Press .
   Google Scholar
• Pinar , W. F. and Grumet , M. R. 1982 . Socratic Caesura and the theory–practice relationship . Theory into Practice , 21 : 50 – 54 .
   Google Scholar
• Ramsden , P. 1992 . Learning to Teach in Higher Education , London : Routledge .
   Google Scholar
• Ramsden , P. 1993 . Theories of Learning and Teaching and the Practice of Excellence in Higher Education . Higher Education Research and Development , 12 : 87 – 96 .
   Google Scholar
• Rowland . 1993 . The Enquiring Tutor , Lewes : Falmer Press .
   Google Scholar
• Samuelowicz , K. and Bain , J. D. 1992 . Conceptions of Teaching Held by Academic Teachers . Higher Education , 24 : 93 – 111 .
   Web of Science ®Google Scholar
• Schempp , P. , Tan , S. , Dean , M. and Fincher , M. 1998 . Differences in Novice and Competent Teachers' Knowledge . Teachers and Teaching , 4 : 9 – 20 .
   Google Scholar
• Schön , D. A. 1983 . The Reflective Practitioner , New York : Basic Books .
   Google Scholar
• Schön , D. A. 1987 . Educating the Reflective Practitioner , San Francisco : Jossey–Bass .
   Google Scholar
• Seldin , P. 1997 . The Teaching Portfolio , Bolton : Anker Publishing Company Inc .
   Google Scholar
• Trigwell , K. and Prosser , M. 1996a . Congruence between Intention and Strategy in University Science Teachers' Approaches to Teaching . Higher Education , 32 : 77 – 87 .
   Web of Science ®Google Scholar
• Trigwell , K. and Prosser , M. 1996b . Changing Approaches to Teaching: a relational perspective . Studies in Higher Education , 21 : 275 – 284 .
   Web of Science ®Google Scholar
• Trigwell , K. , Prosser , M. and Taylor , P. 1994 . Qualitative Difference in Approaches to Teaching First Year University Science . Higher Education , 27 : 75 – 84 .
   Web of Science ®Google Scholar
• Trigwell , K. , Prosser , M. and Waterhouse , F. 1999 . Relations between Teachers' Approaches to Teaching and Students' Approaches to Learning . Higher Education , 37 : 57 – 70 .
   Web of Science ®Google Scholar
• Van Manen , M. 1990 . Beyond Assumptions: shifting the limits of action research . Theory into Practice , XXIX : 158 – 166 .
   Google Scholar
• Weeks , P. 1996 . The Teaching Portfolio: a professional development tool . International Journal for Academic Development , 1 : 70 – 74 .
   Google Scholar
• Wiemer , M. and Lenze , L. F. 1997 . “ Instructional Interventions: a review of the literature on efforts to improve instruction ” . In Effective Teaching in Higher Education: research and practice , Edited by: Perry , R. P. and Smart , J. G. New York : Agathon Press .
   Google Scholar
• Zubizarreta , J. 1994 . Teaching Portfolios and the Beginning Teacher . Phi Delta Kappan , December : 323 – 326 .
   Web of Science ®Google Scholar
• Zubizarreta , J. Reflective Practice and Teaching Portfolios: enduring academic values for the changing professoriate, Contributed Papers . 23rd International Conference . Vol. 2 , Dublin, , Ireland : Improving University Learning and Teaching .
   Google Scholar