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Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

Higher education, 2023-10, Vol.86 (4), p.969-984

2023

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"It's where learning and teaching begins - is this relationship" : insights on the teacher-student relationship at university from the teachers' perspective

Higher education, 2023-04, Vol.85 (4), p.819-835

2023

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Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles

Higher education, 2020-10, Vol.80 (4), p.701-718

2020

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Hong Kong university teachers’ conceptions and articulation of teacher care: towards building a model of caring pedagogy

Higher education, 2022-03, Vol.83 (3), p.503-526

2022

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University teachers’ conceptions of internationalisation of the curriculum: a phenomenographic study

Higher education, 2020-07, Vol.80 (1), p.1-20

2020

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Higher education teachers’ professional well-being in the rise of managerialism: insights from China

Higher education, 2024-04, Vol.87 (4), p.1121-1138

Si, Jinghui

2024

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Fostering prospective teachers’ explaining skills during university education—Evaluation of a training module

Higher education, 2021-05, Vol.81 (5), p.1097-1113

2021

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Understanding Chinese female university teachers' intention to pursue a PhD degree : some insights from a Chinese university

Higher education, 2021-06, Vol.81 (6), p.1347-1366

2021

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How university teachers design assessments: a cross-disciplinary study

Higher education, 2017-07, Vol.74 (1), p.49-64

2017

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Instructors' teaching styles: relation with competences, self-efficacy, and commitment in pre-service teachers

Higher education, 2018-04, Vol.75 (4), p.625-642

2018

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Correction to: Higher education teachers’ professional well-being in the rise of managerialism: insights from China

Higher education, 2024-04, Vol.87 (4), p.1139-1139

Si, Jinghui

2024

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Rethinking student-teacher relationships in higher education: a multidimensional approach

Higher education, 2021-11, Vol.82 (5), p.993-1011

Tormey, Roland

2021

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Chinese university EFL teachers' perceptions of plagiarism

Higher education, 2015-09, Vol.70 (3), p.551-565

2015

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Stories about transnational higher education (TNHE): exploring Indonesian teachers' imagined experiences of Finnish higher education

Higher education, 2019-11, Vol.78 (5), p.783-798

2019

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The interplay of time management and academic self-efficacy and their influence on pre-service teachers’ commitment in the first year in higher education

Higher education, 2023-12, Vol.86 (6), p.1507-1525

2023

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Instructional development for teachers in higher education: Impact on teaching approach

Higher education, 2010-08, Vol.60 (2), p.187-204

2010

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Teachers' beliefs and intentions concerning teaching in higher education

Higher education, 2005-11, Vol.50 (4), p.537-571

2005

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Conceptualizing student voice in teacher-student curriculum partnerships within Iran’s higher education

Higher education, 2024-03, Vol.87 (3), p.795-812

2024

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Four different assessment practices: how university teachers handle the field of tension between professional responsibility and professional accountability

Higher education, 2021-06, Vol.81 (6), p.1293-1309

2021

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Leadership for team learning: the case of university teacher teams

Higher education, 2018-02, Vol.75 (2), p.191-207

2018

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How university teachers design assessment: A cross-disciplinary study

Higher education, 2017, Vol.74 (1), p.49-64

2017

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Institutional context matters: The professional development of academics as teachers in South African higher education

Higher education, 2015-02, Vol.69 (2), p.315-330

2015

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Linking research and teaching: Are research-active staff members different teachers?

Higher education, 2016-08, Vol.72 (2), p.241-258

2016

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And never the two shall meet?: Comparing Chinese and Dutch university teachers about the role of research in teaching

Higher education, 2014-10, Vol.68 (4), p.607-622

2014

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The improvement of student teachers' instructional quality during a 15-week field experience: a latent multimethod change analysis

Higher education, 2017-10, Vol.74 (4), p.669-685

2017

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Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge

"It's where learning and teaching begins - is this relationship" : insights on the teacher-student relationship at university from the teachers' perspective

Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles

Hong Kong university teachers’ conceptions and articulation of teacher care: towards building a model of caring pedagogy

University teachers’ conceptions of internationalisation of the curriculum: a phenomenographic study

Higher education teachers’ professional well-being in the rise of managerialism: insights from China

Fostering prospective teachers’ explaining skills during university education—Evaluation of a training module

Understanding Chinese female university teachers' intention to pursue a PhD degree : some insights from a Chinese university

How university teachers design assessments: a cross-disciplinary study

Instructors' teaching styles: relation with competences, self-efficacy, and commitment in pre-service teachers

Correction to: Higher education teachers’ professional well-being in the rise of managerialism: insights from China

Rethinking student-teacher relationships in higher education: a multidimensional approach

Chinese university EFL teachers' perceptions of plagiarism

Stories about transnational higher education (TNHE): exploring Indonesian teachers' imagined experiences of Finnish higher education

The interplay of time management and academic self-efficacy and their influence on pre-service teachers’ commitment in the first year in higher education

Instructional development for teachers in higher education: Impact on teaching approach

Teachers' beliefs and intentions concerning teaching in higher education

Conceptualizing student voice in teacher-student curriculum partnerships within Iran’s higher education

Four different assessment practices: how university teachers handle the field of tension between professional responsibility and professional accountability

Leadership for team learning: the case of university teacher teams

How university teachers design assessment: A cross-disciplinary study

Institutional context matters: The professional development of academics as teachers in South African higher education

Linking research and teaching: Are research-active staff members different teachers?

And never the two shall meet?: Comparing Chinese and Dutch university teachers about the role of research in teaching

The improvement of student teachers' instructional quality during a 15-week field experience: a latent multimethod change analysis

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