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Autor/inn/en | Timmermans, Julie A.; Meyer, Jan H. F. |
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Titel | A Framework for Working with University Teachers to Create and Embed 'Integrated Threshold Concept Knowledge' (ITCK) in Their Practice |
Quelle | In: International Journal for Academic Development, 24 (2019) 4, S.354-368 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Timmermans, Julie A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-144X |
DOI | 10.1080/1360144X.2017.1388241 |
Schlagwörter | Educational Development; College Faculty; Fundamental Concepts; Pedagogical Content Knowledge; Intellectual Disciplines; Faculty Development; Definitions; Evaluation Methods; Expertise; Instructional Design; Student Evaluation; Metacognition; Feedback (Response) Bildungsentwicklung; Fakultät; Grundlagenplan; Konzept; Pädagogische Kompetenz; Geisteswissenschaften; Begriffsbestimmung; Expert appraisal; Lesson concept; Lessonplan; Unterrichtsentwurf; Schulnote; Studentische Bewertung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition |
Abstract | In this paper, we propose a framework to help educational developers navigate the now vast literature on threshold concepts, so that they may effectively support university teachers in their work to embed threshold concept knowledge into courses and programs. This research- and practice-informed framework consists of seven principles and seven clusters of activities. It includes an 'actionable literature review' -- a distillation and synthesis of threshold concept-related knowledge that can be acted upon and adapted in a variety of settings by educational developers and teachers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |