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Teachers interacting with students : an important (and potentially overlooked) domain for academic development during times of impact

Roxå, Torgny LU and Marquis, Elizabeth (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.

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author
and
organization
publishing date
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}},
}