22 SES 11 C, Academic and Professional Development of University Teachers
Boud, D., Keogh, R., Walker, D. (1985). Promoting Reflection in Learning: a Model. In D.Boud, R.Keogh & D.Walker (Eds.), Reflection: Turning Experience into Learning (pp. 18-40), London: Kogan Page; New York: Nichols Publishing Company. Boud, D., Walker, D. (1998). Promoting Reflection in Professional Courses: the challenge of context. Studies in Higher Education, 23, 191-207. Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass. Cranton, P. (1996). Professional Development as Transformative Learning: New Perspectives for Teachers of Adults. San Francisco: Jossey-Bass Daudelin, M.W. (1996). Learning from Experience Through Reflection. Organizational Dynamics, 24, 36-48. 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 sudents. Active Learning in Higher Education, 5, 87-100. Handal, G., Lauvås, P. (1987). Promoting Reflective Teaching: supervision in action. Milton Keynes: SRHE & Open University Press Karm, M., Remmik, M. (2008). The Impact of Training of University Teachers on Their Approach to Teaching and Professional Development. Presentation on the ICED conference. Salt Lake City 11.06. – 15. 06.2008. Kember, D. (1997). A Reconceptualisation of the Research into University Academics’ Conceptions of Teaching. Learning and Instruction, 7, 255-275. Kember, D., Kwan, K.-P. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28, 469-490 Lave, J., Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: University Press. Mezirow, J. (2000). Learning to Think Like an Adult. Core Concepts of Transformation Theory. Kogumikus Learning as transformation: critical perspectives on a theory in progress (Eds J.Mezirow and Associates) San Francisco: Jossey-Bass A Wiley Company Moon, J. (1999). Reflection in Learning and Professional Development. Theory and Practice. Kogan Page. Moon, J. (2004). A Handbook of Reflective and Experiential Learning. Theory and Practice. London, New York: RoutledgeFalmer. Nicholls, G. (2001). Professional Development in Higher Education: New Dimensions and Directions. London: Kogan Page. Norton, L., Richardson, J. T. E., Hartley, J., Newstead, S., Mayes, J. (2005). Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50, 537-571. Postareff, L., Lindblom-Ylänne, S., Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23, 557-571
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