Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education

By Liisa Postareff, Sari Lindblom-Ylänne. 2008

257 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/a4cab25eb20ec0c993a6e3104aeae88764efa900

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In Education

In Management of Technology and Innovation

Citations in the corpus

Student-centredness: the link between transforming students and transforming ourselves (2010, unknown): “Vol. 15, No. 6, December 2010, 637 646 ISSN 1356-2517 print/ISSN 1470-1294 online # 2010 Taylor & Francis DOI: 10.1080/13562517.2010.491910 http://www.informaworld.com characterising the dichotomy content vs. learning affords a greater nuance (Postareff and Lindblom-Ylänne 2008).”
The influence of teachers’ teaching approaches on students’ learning approaches: the student perspective (2013, background): “In general, two approaches to teaching can be discerned (Postareff and Lindblom-Ylänne 2008): a teacher-centred approach and a student-centred approach.”
Consonance and dissonance in descriptions of teaching of university teachers (2008, methodology): “In a previous study (Postareff and Lindblom‐Ylanne, forthcoming ) we used the concepts learning‐focused and content‐focused .”
Organizational Factors and Instructional Decision-Making: A Cognitive Perspective (2011, background): “…cognition and decision-making cannot be adequately captured through singular constructs such as teaching approaches (Trigwell & Prosser, 2004) that are static and do not adequately capture subtle variations in how faculty approach teaching (Akerlind, 2003; Postareff & Lindblom-Ylanne, 2008).”
Emotions and confidence within teaching in higher education (2011, background): “In their review of teachers’ emotions and teaching, Sutton and Wheatley (2003) noted that researchers know surprisingly little about the role of emotions in learning to teach, and about how teachers’ emotional experiences relate to their teaching practices.”