1,017
Views
5
CrossRef citations to date
0
Altmetric
Research Article

Professional learning for academics teaching first-year undergraduate students

, , , &
Pages 845-857 | Received 15 Feb 2019, Accepted 16 Jul 2019, Published online: 26 Jul 2019

References

  • Ahn, B. and Cox, M., 2016. Knowledge, skills, and attributes of graduate student and postdoctoral mentors in undergraduate research settings. The research journal for engineering education, 105, 605–629. doi:10.1002/jee.20129
  • Aitsl, 2014. Designing professional learning. Melbourne: Aitsl. Available from: https://www.aitsl.edu.au/docs/default-source/default-document-library/designing_professional_learning_report.pdf?sfvrsn=4
  • Allen, B. and Colemen, K., 2011. The creative graduate: cultivating and assessing creativity with eportfolios. In: G. Williams, et al., eds. ASCILITE. Hobart: ASCILITE, 59–69.
  • Almarghani, E. and Mijatovic, I., 2017. Factors affecting student engagement in HEIs - it is all about good teaching. Teaching in higher education, 22 (8), 940–956. doi:10.1080/13562517.2017.1319808
  • Ambler, T., Harvey, M., and Cahir, J., 2016. University academics’ experiences of learning through mentoring. The Australian educational researcher, 43, 609–627.
  • Arkoudis, S., et al., 2014. English language proficiency and employability framework: for Australian higher education institutions. Melbourne: Centre for the Study of Higher Education.
  • Ashwin, P., et al., 2015. Reflective teaching in higher education. New York: Bloomsbury.
  • Australian Government, 2015. Higher education standards framework (Threshold standards). Canberra.
  • Baik, C., Naylor, R., and Arkoudis, S., 2015. The first-year experience in Australian universities: findings from two decades, 1994 – 2014. Melbourne: U.O. Melbourne.
  • Becher, T. 1999. Professional practices: commitment and capability in a changing environment. New Brunswick, NJ: Transaction Publishers.
  • Bovill, C., Bulley, C., and Morss, K., 2011. Engaging and empowering first-year students through curriculum design: perspectives from the literature. Teaching in higher education, 16, 197–209. doi:10.1080/13562517.2010.515024
  • Brown, N., et al., 2010. A professional development framework for teaching in higher education. In: M. Devlin, J. Nagy, and A. Lichtenberg, eds. Research and development in higher education: reshaping higher education. Melbourne: HERDSA, 133–143.
  • Calnin, G., 2006. Principles of effective professional learning. Melbourne: Association of lndependent Schools of Victoria, AISV Research Paper: lssue 1.
  • Chalmers, D., 2007. A review of Australian and international quality systems and indicators of learning and teaching. V1.2. Canberra: Australian Learning and Teaching Council (ALTC).
  • Chalmers, D., et al., 2014. Australian university teaching and standards project final report. Sydney: Office for Learning and Teaching, Ref: SP12-2335.
  • Chickering, A., W., and Gamson, Z., F., 1987. Seven principles for good practice in undergraduate education. AAHE Bulletin, 3–7.
  • Chickering, A. and Gamson, Z., 1991. Applying the seven principles for good practice in undergraduate education. San Francisco: Jossey-Bass.
  • Chickering, A. W., and Gamson, Z. F., 1999. Development and adaptations of the seven principles for good practice in undergraduate education. New directions for teaching and learning, 80, 75–81. doi:10.1002/tl.8006
  • Cocharan-Smith, M. and Lytle, S., 2009. Inquiry as stance. Practitioner research for the next generation. New York: Teachers College Press.
  • Cordingley, P., 1999. Constructing and critiquing reflective practice. Educational action research, 7, 183–191. doi:10.1080/09650799900200089
  • Darling-Hammond, L., Hyler, M., and Gardner, M., 2017. Effective teacher professional development[online]. Palo Alto, CA: Learning Policy Institute. Availabe from: https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
  • Davies, A., Fidler, D., and Gorbis, M., 2011. Future work skills 2020. Palo Alto, CA: Institute for the Future for University of Phoenix Research Institute.
  • Davies, S., Mullan, J., and Feldman, P., 2017. Rebooting learning for the digital age: what next for 654 technology-enhanced higher education?Oxford: Higher Education Policy Institute.
  • De La Harpe, B. and Mason, T., 2014. A new approach to professional learning for academics teaching in next generation learning spaces. In: K. Fraser, ed.. The future of learning and teaching in next generation learning spaces. Bingley, UK: Emerald Group Publishing Limited, 219–239.
  • Denison, N. and Zhang, S., 2010. The impact of student experiences with diversity on developing graduate attributes. Studies in higher education, 35, 529–543. doi:10.1080/03075070903222658
  • Dewey, J., 1938. Experience and education. New York: Macmillan.
  • Evans, C., Tomlinson, M., and Muijs, D., 2015. Engaged student learning. High-impact strategies to enhance student achievement. York: H.E. Academy.
  • Evans, L., 2019. Implicit and informal professional development: what it ‘looks like’, how it occurs, and why we need to research it. Professional development in education, 45 (1), 3–16. doi:10.1080/19415257.2018.1441172
  • Florida, R., et al., 2006. The university and the creative economy. Carnegie Mellon University. Available from: http://creativeclass.com/rfcgdb/articles/University%20For%20City%20and%20Community%204.pdf
  • Friesen, S., 2009. What did you do in schooltoday? Teaching effectiveness: a framework and rubric. Toronto: Canadian Education Association.
  • Fullan, M. and Langworthy, M., 2014. A rich seam: how new pedagogies find deep learning. London: Pearson.
  • Gyurko, J., et al., 2016. Why colleges and universities need to invest in quality teaching more than ever. Washington: ACE. Available from: http://acue.org/wp-content/uploads/2018/07/ACUE-White-Paper1.pdf
  • Harvey, M., Ambler, T., and Cahir, J., 2017. Spectrum approach to mentoring: an evidence-based approach to mentoring for academics working in higher education. Teacher development, 21, 160–174. doi:10.1080/13664530.2016.1210537
  • 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
  • Hénard, F. and Roseveare, D., 2012. Fostering quality teaching in higher education: policies and practices. Paris: OECD.
  • Higher Education Academy, 2011. The UK professional standards framework for teaching and supporting learning in higher education. York, UK: HEA.
  • Hitch, D., Macfarlane, S., and Nihill, C., 2015. Inclusive pedagogy in Australian universities: A review of current policies and professional development activities. The international journal of the first-year in higher education, 6, 133–145. doi:10.5204/intjfyhe.v6i1.254
  • Jenkins, A. and Healey, M., 2015. International perspectives on strategies to support faculty who teach students via research and inquiry. Spring ed. Washington, DC: Council on Undergraduate Research, 31–37.
  • Jurasaite-Harbison, E., 2009. Teachers’ workplace learning within informal contexts of school cultures in the United States and Lithuania. Journal of workplace learning, 21 (4), 299–321.
  • Kennedy, A., 2005. Models of continuing professional development: a framework for analysis. Journal of in-service education, 31, 235–250. doi:10.1080/13674580500200277
  • Kensington-Miller, B., 2017. Surviving the first year: new academics flourishing in a multidisciplinary community of practice with peer mentoring. Professional development in education, 44 (5), 678–689. doi:10.1080/19415257.2017.1387867
  • Kift, S., 2015. A decade of Transition Pedagogy: A quantum leap in conceptualising the first-year experience. Townsville: HERDSA, 51–86.
  • Kivunja, C., 2014a. Do you want your students to be job-ready with 21st century skills? Change pedagogies: a paradigm shift from Vygotskyian social constructivism to critical thinking, problem solving and siemens’ digital connectivism. International journal of higher education, 3, 81–91. doi:10.5430/ijhe.v3n3p81
  • Kivunja, C., 2014b. Innovative pedagogies in higher education to become effective teachers of 21st century skills: unpacking the learning and innovations skills domain of the new learning paradigm. International journal of higher education, 4 (3).
  • Knight, P., 2002. A systematic approach to professional development: learning as practice. Teaching and teacher education, 18, 229–241. doi:10.1016/S0742-051X(01)00066-X
  • Knight, P., Tait, J., and Yorke, M., 2006. The professional learning of teachers in higher education. Studies in higher education, 31, 319–339. doi:10.1080/03075070600680786
  • Krause, K., 2007. New perspectives on engaging first year students in learning [online]. Available from: https://www.griffith.edu.au/__data/assets/pdf_file/0005/37490/FYEEngagemtGriffith2007.pdf
  • Krause, K.-L. and Coates, H., 2008. Students’ engagement in first‐year university. Assessment and evaluation in higher education, 33, 493–505. doi:10.1080/02602930701698892
  • Lave, J. and Wenger, E., 1991. Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press.
  • Lawrence, J., 2005. Addressing diversity in higher education: two models for facilitating student engagement and mastery, in Higher education in a changing world. In: Proceedings of the 28th HERDSA Annual Conference, 3–6 July 2005, Sydney, 243p.
  • Lawrence, J., et al., 2016. A framework for first-year curriculum design and pedagogy: intersecting the Threshold Learning Outcomes, disciplinary knowledge and the first-year pedagogy principles. Students Transitions Achievement Retention and Success (STARS) Perth: STARS.
  • Leask, B. and Carroll, J., 2013. Learning and teaching across cultures: good practice principles and quick guides. Melbourne: International Education Association of Australia. Available from: https://www.ieaa.org.au/documents/item/397
  • Loucks-Horsley, S., et al., 1998. Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin.
  • MacPhail, A., et al., 2018. The professional development of higher educationbased teacher educators: needs and realities. Professional development in education. doi:10.1080/19415257.2018.1529610
  • MarlandP. 2007. Learning to teach: a primer for pre-service teachers. Frenchs Forest: Pearson Education.
  • Mcaleese, M., 2014. Report to the European Commission on improving the quality of teaching and learning in Europe’s higher education institutions. Belgium: E. Publications.
  • Mithyane, G. and Habedi, D., 2018. The experiences of nurse educators in implementing evidence based practice in teaching and learning. Health SA gesondheid, 23, 1–9.
  • Moon, J., 2004. A handbook of reflective and experiential learning. London: Routledge Falmer.
  • Nelson, K., et al., 2014. Transition pedagogy handbook: a good practice guide for policy and practice in the first-year experience at QUT. 2nded. Brisbain: QUT.
  • Olson, M., 2000. Linking personal and professional knowledge of teaching practice through narrative inquiry. The teacher educator, 35(4),109–127. doi:10.1080/08878730009555241
  • Olson, M., and Craig, C., 2001. Opportunities and challenges in the development of teachers’ knowledge: the development of narrative authority through knowledge communities. Teaching and teacher education, 17, 667–684. doi:10.1016/S0742-051X(01)00023-3
  • Pegg, A., et al., 2012. Pedagogy for Employability. York: Higher Education Academy.
  • Raghunath, R., Anker, C., and Nortcliffe, A., 2016. Are academics ready for smart learning? British journal of educational technology, 49, 182–197. doi:10.1111/bjet.12532
  • Ryan, J., 2012. Cross-cultural teaching and learning for home and international students: internationalisation of pedagogy and curriculum in higher education. Abingdon: Routledge.
  • Saroyan, A. and Trigwell, K., 2015. Higher education teachers’ professional learning: process and outcome. Studies in educational evaluation, 46, 92–101. doi:10.1016/j.stueduc.2015.03.008
  • Scott, C.L., 2015. The future of learning 3: what kind of pedagogies for 21st century? Education research and foresight: working papers. UNESCO, 1–21.
  • TEQSA, 2017. Guidance note 1.3 - staffing, learning resources and educational support. Sydney: A. Higher Education (ed.), 1–7.
  • Thomas, G., 2002. Theory’s spell – on qualitative inquiry and educational research. British educational research journal, 28, 419–434. doi:10.1080/01411920220137476
  • Tinto, V., 2009. Taking student retention seriously: rethinking the first-year of university. FYE curriculum design symposium. Brisbain, 1–8.
  • Trautwein, C., Nückles, M., and Merkt, M., 2015. Complex dynamics in academics’ developmental processes in teaching. Higher education research & development, 34 (3), 641–657. doi:10.1080/07294360.2014.973376
  • Trinder, L. and Reynolds, S., 2000. Evidence-based practice: a critical appraisal. Oxford: Blackwell Science Ltd.
  • Van Schalkwyk, S., et al., 2015. Reflections on professional learning: choices, context and culture. Studies in educational evaluation, 46, 4–10. doi:10.1016/j.stueduc.2015.03.002
  • Van Waes, S., et al., 2015. Know-who? Linking faculty’s networks to stages of instructional development. Higher education, 70, 807–826. doi:10.1007/s10734-015-9868-8
  • Vesico, V., Ross, D., and Adams, A., 2007. A review of the research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education, 24, 80–91. doi:10.1016/j.tate.2007.01.004
  • Warren-Little, J., 1993. Teachers’ professional development in a climate of educational reform. Educational evaluation and policy analysis, 15, 129–151.
  • Williams, D. and Coles, L., 2007. Evidence-based practice in teaching: an information perspective. Journal of documentation, 63, 812–835. doi:10.1108/00220410710836376
  • Yair, G., 2008. Can we administer the scholarship of teaching? Lessons from outstanding professors in higher education. Higher education, 55, 447–459. doi:10.1007/s10734-007-9066-4
  • Yorke, M. and Longden, B., 2008. The first-year experience of higher education in the UK. York, UK: HEA.
  • Zuber-Skerritt, O., Fletcher, M., and Kearney, J., 2015. Professional learning in higher education and communities: towards a new vision for action research. New York: Palgrave.
  • Zukas, M. and Malcolm, J., 2017. Learning academic work practices in discipline, department and university. Journal of workplace learning, 29, 512–523. doi:10.1108/JWL-04-2016-0025

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.