The educational development of university teachers
Mapping the landscape
Datos Bibliográficos
| ID | 22166602 |
|---|---|
| Autores | Marilou Bélisle (0000-0003-0457-9139, Université de Sherbrooke, autor de correspondencia), Valerie Jean (0000-0003-2617-0799, Université de Sherbrooke), Nicolás Fernández (0000-0002-3840-2641, Université de Montréal) |
| Año | 2024 |
| Volumen | 9 |
| Fecha de publicación | 2024-05-23 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Frontiers in Education (JOURNAL) |
| Identificadores de la revista | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editorial | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1376658 |
| OpenAlex | W4398277776 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 130 |
This article presents the results of a scoping review designed to explore the current state of knowledge about the educational development of university teachers. More specifically, the study examined the definitions attributed to educational development, its aims, the factors that foster it and the variables studied in this field. A thematic analysis was conducted on 98 scholarly documents published between 2000 and 2022. The results indicate that the field of educational development is mainly characterized by ideological and political rather than scientific dimensions. Consequently, the focus is on desired changes in educational development, reflecting a high degree of desirability. Furthermore, the results highlight the individualistic nature of the starting point of professional learning process, suggesting that institutional conditions and resources should be adapted to accommodate the diversity of learning trajectories. This study contributes to a comprehensive understanding of the complex landscape surrounding the educational development of university teachers, highlighting the need for nuanced approaches to promote teaching quality and professional development in the context of higher education
Engineering management · Mathematics education · Computer Science · Engineering · Evaluation of Teaching Practices · Higher Education and Employability · Mathematics · Psychology · Reflective Practices in Education
The impact of instructional development in higher education
Developing a teacher identity in the university context
Students as co‐creators of teaching approaches, course design, and curricula
Teachers’ beliefs and intentions concerning teaching in higher education
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education
Reframing Professional Development Through Understanding Authentic Professional Learning
The Relationship Between Research and Teaching
Being a teacher in a managerial university
Teaching academics in higher education
Pedagogical Innovation in Canadian higher education
The development of academics’ teacher identity
Uncovering changes in university teachers’ professional networks during an instructional development program
Demonstrating the impact of educational development
Reflections on professional learning
Higher education teachers’ professional learning
Conceptual and design thinking for thematic analysis
Does the Use of Student Feedback Questionnaires Improve the Overall Quality of Teaching
L'analyse qualitative en sciences humaines et sociales
Professional identity development
Professionalising Teaching Practice in Higher Education
Growing and Developing as a University Teacher--Variation in Meaning
Appropriate Use of Theory in the Scholarship of Teaching and Learning as a Strategy for Institutional Development
Development and Validation of a Measurement Scale for the Professionalization of University Students in Health Sciences
The effect of pedagogical training on teaching in higher education
Teacher identities in a research‐led institution
Identity‐trajectory
Using thematic analysis in psychology
Développement pédagogique, développement professionnel et accompagnement
La formation pédagogique des professeurs dans l’enseignement supérieur
L’évaluation des enseignants universitaires. Du contrôle des compétences pédagogiques aux dispositifs de développement professionnel
Soutenir le développement professionnel pédagogique des enseignants du supérieur
Scoping studies
Target-setting, early-career academic identities and the measurement culture of UK higher education
The construction of academic identity in the changes of Finnish higher education
Significant conversations and significant networks - exploring the backstage of the teaching arena
Angoisses académiques
Constraints on academics' potential for developing as a teacher
Knowledge acquisition or participation in communities of practice? Academics' metaphors of teaching and learning at the university
Student learning and the scholarship of university teaching
New lecturers' constructions of learning, teaching and research in higher education
Department-level Cultures and the Improvement of Learning and Teaching
How approaches to teaching are affected by discipline and teaching context
The professional learning of teachers in higher education
The role of informal conversations in developing university teaching
How professors develop as teachers
Academics' teacher identities, authenticity and pedagogy
The differential impact of UK accredited teaching development programmes on academics' approaches to teaching
Tribal, proletarian and entrepreneurial career stories
From reflection to action? Barriers and bridges between higher education teachers' thoughts and actions
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 3 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |