Overview

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.

Full Product Details

Author:   N. Hativa ,  Jeffrey Goodyear
Publisher:   Springer-Verlag New York Inc.
Imprint:   Springer-Verlag New York Inc.
Edition:   Softcover reprint of the original 1st ed. 2002
Dimensions:   Width: 15.50cm , Height: 1.90cm , Length: 23.50cm
Weight:   1.170kg
ISBN:  

9781402000959

ISBN 10:   1402000952
Pages:   367
Publication Date:   30 November 2001
Audience:   General/trade ,  College/higher education ,  Professional and scholarly ,  General ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   Awaiting stock  
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Table of Contents

Introduction: Introduction: Research on teacher thinking, beliefs and knowled ge in higher education.- I: Strategic alertness and expanded awareness within sophisticated concepti ons of teaching.- 2: Novice and award-winning teachers’ concepts and beliefs about teaching in higher education: Effectiveness, efficacy and evaluation.- 3: Reflection: Issues related to improving professors' teaching and students' learning.- 4: Teaching online.- 5: What university teachers teach and how they teach it.- 6: Planning introductory college courses: Content, context and form.- 7: (Thinking about) faculty thinking about teacher and course evaluation results.- 8: Teaching self-concept in higher education: Reflecting on multiple dimen sions of teaching effectiveness.- 9: Lecturers’ approaches to teaching and their relationship to conceptions of good teaching.- 10: Views of learning, teaching practices and conceptions of problem solving in science.- 11: Learning to teach: Changes in technical college teachers’ beliefs about learning and teaching over a two-year teacher education program.- 12: Becoming a better teacher: A case of changing the pedagogical knowledge and beliefs of law professors.- 13: Use of multiple methods in research on college teachers.- 14: Research on teacher thinking, beliefs, and knowledge in higher education: foundations, status and prospects.

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