Teachers’ beliefs and intentions concerning teaching in higher education

By Lin Norton, T. Richardson, J. Hartley, Stephen E. Newstead, J. Mayes. 2005

463 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9fcadad448294f9dc0d79345aadf92e551021bd3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Sari Lindblom-Ylänne
2. Liisa Postareff
3. John T. E. Richardson
4. V. Virtanen
5. Bart Rienties
6. Simon Lygo-Baker
7. Heather Castleden
8. Anne Nevgi

In Management of Technology and Innovation

1. Sari Lindblom-Ylänne
2. Liisa Postareff
3. John T. E. Richardson
4. Anne Nevgi
5. Bart Rienties
6. V. Virtanen
7. Marcus Johnson
8. Gale M. Sinatra

In Social Psychology

1. Simon Lygo-Baker
2. Bart Rienties
3. Sari Lindblom-Ylänne
4. Liisa Postareff
5. V. Virtanen
6. John T. E. Richardson
7. Anne Nevgi
8. Heather Castleden

Citations in the corpus

• Teaching with technology in higher education: understanding conceptual change and development in practice (2017, background): “Although conceptions and approaches are de fi ned by Kember as separate aspects of teaching, these two concepts are theoretically closely aligned (Norton, Richardson, Hartley, Newstead, & Mayes, 2005).”
• The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology (2013, methodology): “instrument of Norton et al. (2005) was used, as described above. A recent study by Owens (2011) amongst 561 academics in the UK using principal component analyses confirmed the TBI factor structures found by Norton et al. (2005). We adapted the Norton et al. (2005) instrument in two ways: first, que”
• University faculty members’ perceptions of their teaching efficacy (2011, background): “The findings of this study correspond to the findings of Norton et al. (2005).”
• University students’ and teachers’ conceptions of teaching and learning in the biosciences (2010, background): “The academic environment has an impact on conceptions of teaching as the conceptions vary between different disciplines, but teachers in the same discipline at different institutions share similar conceptions of teaching ( Norton et al. 2005 ).”
• Reflection on teaching and epistemological structure: reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields (2009, background): “With more than three years of holding a full range of academic responsibilities all participants also qualified as ‘experienced’ (Boice 1991; Norton et al. 2005 ) and the vast majority had between ten and fifteen years of experience and were either associate of full professors.”
• The effect of pedagogical training on teaching in higher education (2007, background): “Despite these studies Norton et al. (2005) consider the effect of teachers’ training in higher education questionable.”
• A follow-up study of the effect of pedagogical training on teaching in higher education (2008, background): “Teachers’ conceptions of teaching do not necessarily develop with increased teaching experience (Norton et al. 2005; Richardson 2005).”
• The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty (2015, background): “Moreover, studies have found disciplinary differences in instructional practices and ways of thinking about teaching (Lindblom Ylänne et al. 2006; Norton et al. 2005; Singer 1996), which make it challenging to generalize the findings of the physics, engineering, and geosciences studies to other…”
• Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education (2005, background): “This drift towards teacher-focused approaches to teaching and away from learner-focused approaches to teaching was confirmed in the study by Norton et al. (2005).”