Teachers interacting with students : an important (and potentially overlooked) domain for academic development during times of impact
(2019) In International Journal for Academic Development 24(4). p.342-353- Abstract
This article is situated in the context of an intensified discourse within which academic developers are being asked to provide evidence of impact, and argues that theoretical models currently used are imprecise and fail to capture the variation in outcomes from professional development activities. Through reference to previous research on how teachers' thinking can be described in relation to various thinking-zones, and how teachers notice and respond to signs of student learning, we suggest a more fine-grained perspective. Furthermore, we argue that improved models for design and evaluation of professional development might prove crucial for academic development as a profession.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/0dffbd74-aa2a-492c-9678-556a827f1ba0
- author
- Roxå, Torgny LU and Marquis, Elizabeth
- organization
- publishing date
- 2019
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Academic development, academic teachers, impact, noticing learning, reflection
- categories
- Higher Education
- in
- International Journal for Academic Development
- volume
- 24
- issue
- 4
- pages
- 342 - 353
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85065449681
- ISSN
- 1360-144X
- DOI
- 10.1080/1360144X.2019.1607743
- language
- English
- LU publication?
- yes
- id
- 0dffbd74-aa2a-492c-9678-556a827f1ba0
- date added to LUP
- 2019-06-03 14:57:01
- date last changed
- 2022-04-26 00:58:12
@article{0dffbd74-aa2a-492c-9678-556a827f1ba0, abstract = {{<p>This article is situated in the context of an intensified discourse within which academic developers are being asked to provide evidence of impact, and argues that theoretical models currently used are imprecise and fail to capture the variation in outcomes from professional development activities. Through reference to previous research on how teachers' thinking can be described in relation to various thinking-zones, and how teachers notice and respond to signs of student learning, we suggest a more fine-grained perspective. Furthermore, we argue that improved models for design and evaluation of professional development might prove crucial for academic development as a profession.</p>}}, author = {{Roxå, Torgny and Marquis, Elizabeth}}, issn = {{1360-144X}}, keywords = {{Academic development; academic teachers; impact; noticing learning; reflection}}, language = {{eng}}, number = {{4}}, pages = {{342--353}}, publisher = {{Taylor & Francis}}, series = {{International Journal for Academic Development}}, title = {{Teachers interacting with students : an important (and potentially overlooked) domain for academic development during times of impact}}, url = {{http://dx.doi.org/10.1080/1360144X.2019.1607743}}, doi = {{10.1080/1360144X.2019.1607743}}, volume = {{24}}, year = {{2019}}, }