How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge-Reference-Cited by-同舟云学术

How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge

Published:2020-07-04 Issue:4 Volume:40 Page:738-752
ISSN:0729-4360
Container-title:Higher Education Research & Development
language:en
Short-container-title:Higher Education Research & Development

Author:

Fabriz Sabine¹^ORCID,Hansen Miriam¹,Heckmann Carmen¹,Mordel Julia¹^ORCID,Mendzheritskaya Julia¹,Stehle Sebastian¹,Schulze-Vorberg Lukas¹,Ulrich Immanuel²^ORCID,Horz Holger¹

Affiliation:

1. Department for Educational Psychology, Goethe University, Frankfurt, Germany

2. IUBH, Frankfurt, Germany

Funder

German Federal Ministry of Education and Research

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/07294360.2020.1787957

Reference64 articles.

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2. The COACTIV Model of Teachers’ Professional Competence

3. How to Support and to Bring About the Shift from Teaching to Learning through Academic Staff Development Programmes: Examples and Perspectives

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