This book brings together an international team of leading researchers in the field of higher education to address the important problem of understanding good university teaching. It focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. It draws on research from North America, Europe, Australia, and South East Asia to identify similarities and differences in teachers' conceptions of, and approaches to, teaching and learning. The book combines these perspectives with related research on the evaluation of teaching and on teacher reflection and improvement - all set within the increasingly important and complex domain of higher education. Teacher Thinking, Beliefs and Knowledge in Higher Education is the first book to address this area and it promises to become a landmark volume in the field - helping us to understand a complex area of human activity and improve both teaching and learning.
The intended readers for this book are education researchers, including PhD students researching aspects of higher education, staff/faculty developers and educational developers.
Introduction: Research on teacher thinking, beliefs and knowledge in higher education; P. Goodyear, N. Hativa.
1. Strategic alertness and expanded awareness within sophisticated conceptions of teaching; N. Entwistle, P. Walker.
2. Novice and award-winning teachers' concepts and beliefs about teaching in higher education: Effectiveness, efficacy and evaluation; M.J. Dunkin.
3. Reflection: Issues related to improving professors' teaching and students' learning; L. McAlpine, C. Weston.
4. Teaching online; P. Goodyear.
5. What university teachers teach and how they teach it; E. Martin, et al.
6. Planning introductory college courses: Content, context and form; J.S. Stark.
7. (Thinking about) faculty thinking about teacher and course evaluation results; J. Franklin, M. Theall.
8. Teaching self-concept in higher education: Reflecting on multiple dimensions of teaching effectiveness; L.A. Roche, H.W. Marsh.
9. Lecturers' approaches to teaching and their relationship to conceptions of good teaching; D. Kember, Kam-Por Kwan.
10. Views of learning, teaching practices and conceptions of problem solving in science; K. Trigwell, et al.
11. Changes in technical college teachers' beliefs about learning and teaching over a two-year teacher education program; A. Radloff.
12. Becoming a better teacher: A case of changing the pedagogical knowledge and beliefs of law professors; N. Hativa.
13. Use of multiple methods in research on college teachers; S.M. Dinham.
14. Research on teacher thinking, beliefs, and knowledge in higher education: foundations, status and prospects; N. Hativa, P. Goodyear.
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