Skip to main content
SpringerLink
Log in

Teacher Thinking, Beliefs and Knowledge in Higher Education

  • Book
  • © 2002

Overview

Editors:
  1. Nira Hativa

    1. Tel Aviv University, Israel

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  2. Peter Goodyear

    1. Lancaster University, UK

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (15 chapters)

  1. Front Matter

    Pages I-VII
    Download chapter PDF

  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
    Download chapter PDF
Back to top

Keywords

About this book

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.

Editors and Affiliations

  • Tel Aviv University, Israel

    Nira Hativa

  • Lancaster University, UK

    Peter Goodyear

Bibliographic Information

  • Book Title: Teacher Thinking, Beliefs and Knowledge in Higher Education

  • Editors: Nira Hativa, Peter Goodyear

  • DOI: https://doi.org/10.1007/978-94-010-0593-7

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Kluwer Academic Publishers 2002

  • Hardcover ISBN: 978-1-4020-0094-2Published: 30 November 2001

  • Softcover ISBN: 978-1-4020-0095-9Published: 30 November 2001

  • eBook ISBN: 978-94-010-0593-7Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: VII, 367

  • Topics: Educational Psychology, Higher Education, Psychology, general, Learning & Instruction, Educational Technology

Publish with us

Policies and ethics

Back to top

Search

Navigation