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Yang, Min – Teaching in Higher Education, 2015
To equip graduates with the capability to meet complex demands of work and life, it is important that higher education teachers engage students in self-sustained learning--the persistent, self-initiated pursuit of expertise development in one's subject area. This requires building a positive synergy between learning and teaching, which implies…
Descriptors: Higher Education, Active Learning, Expertise, Teaching Methods
Maclellan, Effie – Teaching in Higher Education, 2015
The paper reviews recent psycho-educational literature to identify features of teacher thinking which enable learners to acquire meaningful knowledge. The review establishes that one powerful mechanism to improve teaching in higher education turns on exploiting adults' epistemic beliefs: beliefs about the nature and the acquisition of…
Descriptors: Beliefs, Higher Education, Epistemology, Educational Practices
van den Bos, Paul; Brouwer, Joyce – Teaching in Higher Education, 2014
In this study the learning process of 12 Dutch novice university teachers was monitored during a five-month induction programme. The teachers were interviewed before and after the programme and were asked to fill in several email logbooks during the programme. A change process was identified, in which experiencing and experimentation played a…
Descriptors: Foreign Countries, Theory Practice Relationship, Learning Processes, Beginning Teachers
Ryan, Mary – Teaching in Higher Education, 2013
Despite the common use of the term reflection in higher education assessment tasks, learners are not often taught "how" to communicate their disciplinary knowledge through reflection. This paper argues that students can and should be taught how to reflect in deep and transformative ways. It highlights the reflexive pedagogical balancing…
Descriptors: Reflective Teaching, Educational Strategies, Educational Change, College Faculty