Academics’ expertise development in teacher tasks: a multiple case study-Reference-Cited by-同舟云学术

Academics’ expertise development in teacher tasks: a multiple case study

Published:2024-04-22 Issue: Volume: Page:1-17
ISSN:1360-144X
Container-title:International Journal for Academic Development
language:en
Short-container-title:International Journal for Academic Development

Author:

van Dijk Esther E.¹²³⁴^ORCID,van Tartwijk Jan²^ORCID,van der Schaaf Marieke F.⁴^ORCID,Kluijtmans Manon¹³^ORCID

Affiliation:

1. Education Center, University Medical Center Utrecht, Utrecht, The Netherlands

2. Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, the Netherlands

3. Centre for Academic Teaching, Utrecht University, Utrecht, the Netherlands

4. Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, The Netherlands

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/1360144X.2024.2329594

Reference21 articles.

1. Advance HE. (2023). Professional standards framework for teaching and supporting learning in higher education 2023. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/PSF%202023%20-%20Screen%20Reader%20Compatible%20-%20final_1675089549.pdf

2. Biggs, J. (2014). Constructive alignment in university teaching. In P. Kandlbinder (Eds.), HERDSA review of higher education (Vol. 1, pp. 5–22). https://www.herdsa.org.au/system/files/HERDSARHE2014v01p05_0.pdf

3. Strengthening educational leadership through a professional development programme in conjunction with a teaching-focused full professor career track: reflections of participants

4. de Bruijn, J. A. (2011). Managing professionals. Routledge.

5. The Cambridge Handbook of Expertise and Expert Performance