What university teachers teach and how they teach it
By E. Martin, Michael Prosser, K. Trigwell, P. Ramsden, J. Benjamin. 2000
232 citations recorded by the source corpus.
Subfields: Computer Networks and Communications, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/f62ad79cae520bd84c1cbd53b71ad4a1f26305bb
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Computer Networks and Communications
In Developmental and Educational Psychology
In Education
- K. Trigwell
- Michael Prosser
- Lin Norton
- J. Hartley
- J. Mayes
- Katarina Mårtensson
- T. Richardson
- Torgny Roxå
Citations in the corpus
- Teachers’ beliefs and intentions concerning teaching in higher education (2005, background): “In this case, it is likely to be more closely aligned with the teacher’s perceptions of the teaching environment than with their own conception of teaching: it represents a specific response to a defined teaching situation that will be directly manifested in the teacher’s classroom behaviour ( Marti”
- Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning (2005, background): “Not surprisingly, a relationship has been established between theway teachersmake sense of andpresent a topic to be learned by students and the way they conceive of teaching and student learning (Martin & Ramsden, 1998; Martin et al., 2000).”
- Reshaping Teaching and Learning: The Transformation of Faculty Pedagogical Content Knowledge (2006, background): “In a reciprocal fashion, teachers’ expectations about how students learn and what they should learn directly affect their teaching approaches, even within a tightly defined subject matter context (Martin et al. 2000).”
- Significant conversations and significant networks – exploring the backstage of the teaching arena (2009, background): “…if they pay close attention to their students’ learning, and reflect about and design teaching with the students’ learning in focus, rather than if they put the teaching activity first (Prosser and Trigwell 1999; Martin et al. 2000; Ho, Watkins, and Kelly 2001; Entwistle and Peterson 2004).”