Teacher Thinking, Beliefs and Knowledge in Higher Education

1. Front Matter

   Pages I-VII

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2. Introduction

   • Peter Goodyear, Nira Hativa

   Pages 1-13

3. Strategic Alertness and Expanded Awareness within Sophisticated Conceptions of Teaching

   • Noel Entwistle, Paul Walker

   Pages 15-39

4. Novice and Award-Winning Teachers’ Concepts and Beliefs about Teaching in Higher Education

   • Michael J. Dunkin

   Pages 41-57

5. Reflection: Issues Related to Improving Professors’ Teaching and Students’ Learning

   • Lynn McAlpine, Cynthia Weston

   Pages 59-78

6. Teaching Online

   • Peter Goodyear

   Pages 79-101

7. What University Teachers Teach and How they Teach It

   • Elaine Martin, Michael Prosser, Keith Trigwell, Paul Ramsden, Joan Benjamin

   Pages 103-126

8. Planning Introductory College Courses

   • Joan S. Stark

   Pages 127-150

9. (Thinking about) Faculty Thinking about Teacher and Course Evaluation Results

   • Jennifer Franklin, Michael Theall

   Pages 151-177

10. Teaching Self-Concept in Higher Education

    • Lawrence A. Roche, Herbert W. Marsh

    Pages 179-218

11. Lecturers’ Approaches to Teaching and their Relationship to Conceptions of Good Teaching

    • David Kember, Kam-Por Kwan

    Pages 219-239

12. Views of Learning, Teaching Practices and Conceptions of Problem Solving in Science

    • Keith Trigwell, Michael Prosser, Ference Marton, Ulla Runesson

    Pages 241-264

13. Learning to Teach: Changes in Technical College Teachers’ Beliefs about Learning and Teaching over a Two-Year Teacher Education Program

    • Alex Radloff

    Pages 265-287

14. Becoming a Better Teacher: A Case of Changing the Pedagogical Knowledge and Beliefs of Law Professors

    • Nira Hativa

    Pages 289-319

15. Use of Multiple Methods in Research on College Teachers

    • Sarah M. Dinham

    Pages 321-334

16. Research on Teacher Thinking, Beliefs, and Knowledge in Higher Education: Foundations, Status and Prospects

    • Nira Hativa, Peter Goodyear

    Pages 335-359

17. Back Matter

    Pages 361-367

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Research on teacher thinking, beliefs and knowledge in higher education Increasingly serious attention is being paid to the quality of learning and teaching in higher education. This is a global concern, associated with calls for greater accountability and efficiency, increases in the size and diversity of the student population and a relative decline in the real value of funds available for higher education. Teaching in higher education is having to become more professional. Agencies are being set up in a number of countries, charged with supporting and/or accrediting the development of teaching competences. (See, for example, the work of the Institute for Learning and Teaching in Higher Education in the United Kingdom. ) Faculty are paying greater attention to their teaching and to finding ways of improving the effectiveness and efficiency of the support they provide to students. Universities are shifting budgets towards the improvement of learning and teaching and are strengthening the roles of faculty developers. There is a growing stream of practical books, aimed at guiding both new and experienced university teachers (e. g. Beard & Hartley, 1987; Biggs, 1999; Brown & Atkins, 1988; Brown, Bull & Pendlebury, 1997; Brown & Knight, 1994; Gibbs & Jenkins, 1992; Hativa, 2000; Laurillard, 1993; McKeachie, 1999; Prosser & Trigwell, 1999; Race & Brown, 1993; Ramsden, 1992). These shifts are creating a demand for a better research-based understanding of the nature of teaching in higher education.

• Europe
• Evaluation
• NOVICE
• Professor
• education
• higher education
• learning
• planning
• teaching
• university
• learning and instruction

• Tel Aviv University, Israel

  Nira Hativa

• Lancaster University, UK

  Peter Goodyear

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