Teaching and Learning Regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes

By Paul R. Trowler, A. Cooper. 2002

352 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7ffbd92f5879b50161fbc2221a2d4e6d25cc4187

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In Education

Citations in the corpus

“We Really Felt Part of Something”: Participatory learning among peers within a university teaching‐development community of practice (2006, background): “Influenced by the seminal work of Lave and Wenger (1991), contemporary accounts of academic practice have come to acknowledge the situativity of aspects of academic teaching and of learning to teach (see Boud, 1999; Trowler & Bamber, 2005).”
Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities (2018, background): “Trowler and Cooper (2002) argue that participants from different academic disciplines, or, rather, from different ‘teaching and learning regimes’, might experience educational development programmes quite differently.”
‘Cigars on the flight‐deck’: new lecturers’ participatory learning within workplace communities of practice (2008, background): “The physical ‘instantiation’ of teaching noted by Trowler and Cooper (2002) was also clearly evident at Rutherford.”
Generic Attributes in Accounting: The Significance of the Disciplinary Context (2010, background): “This is of great relevance in a discussion of the place of generic attributes in accounting education as it points to the importance of the disciplinary and departmental culture in shaping teaching and learning practices, a proposition which has been discussed in detail by Trowler and Cooper (2002)”
The impact of a Postgraduate Certificate in Teaching in Higher Education on university lecturers appointed for their professional expertise at a teaching-led university: ‘It’s made me braver’ (2012, neutral): “There is an argument that the locus of change at departmental level is a crucially important factor in supporting developments of good practice in university teaching (Knight & Trowler, 2000 ), whilst Trowler and Cooper ( 2002 ) point to resistance resulting from such disjunctions.”