The Professional Learning of Teachers in Higher Education

Autor/inn/en	Knight, Peter; Tait, Jo; Yorke, Mantz
Titel	The Professional Learning of Teachers in Higher Education
Quelle	In: Studies in Higher Education, 31 (2006) 3, S.319-339 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Stellungnahme; Foreign Countries; Professional Education; Higher Education; Faculty Development; Nonformal Education; Open Universities; Performance Factors; Teaching Methods; Intentional Learning; Learning Processes; Learning Motivation; Educational Research; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Berufsausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-formal education; Non formal education; Nichtformale Bildung; Offene Universität; Leistungsindikator; Teaching method; Lehrmethode; Unterrichtsmethode; Intentionales Lernen; Learning process; Lernprozess; Motivation for studies; Lernmotivation; Bildungsforschung; Pädagogische Forschung; Großbritannien
Abstract	Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher education work. Their argument is complemented by findings from a study of 2401 part-time teachers, and online responses from 248 full-time staff, in the UK Open University. Twelve implications for international practice are identified. (Contains 3 figures and 4 tables.) (Author).
Anmerkungen	Routledge. 29 West 35th Street, New York, NY 10001. Tel: 212-216-7800; Fax: 212-564-7854; Web site: http://www.tandf.co.uk/journals.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10