Judging university teaching

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The development and validation of a framework for teaching competencies in higher education (2004, background): “Recent theories on teaching and assessment reveal that teaching is a complex activity that is shaped by the teaching context (Darling-Hammond 2000; Trigwell 2001).”
Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours (2014, background): “Although there is no commonly accepted concrete definition of effective university teaching (e.g. Trigwell, 2001), some attempts to depict its main characteristics have been made.”
What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education (2020, background): “This is described, for example, as the ability to ‘perform the fundamental tasks of teaching well ’ (Fink, 2008) and the development of university teachers from ‘teach-er-focused done poorly ’ to ‘student-focused done well ’ (Trigwell, 2001).”
An investigation into excellent tertiary teaching: Emphasising reflective practice (2004, background): “A number of researchers have acknowledged that a widely accepted definition of excellent teaching has yet to appear (e.g., McLean 2001; Trigwell 2001).”