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Your search keyword '"van der Schaaf, Marieke F."' showing total 3 results
Start Over Author "van der Schaaf, Marieke F." Topic academic development
3 results on '"van der Schaaf, Marieke F."'

2. Phases in novice university teachers' development of self-efficacy across and within teacher tasks: a Rasch Analysis.

Author

van Dijk, Esther E., van Tartwijk, Jan, van der Schaaf, Marieke F., Jansen, Renée S., and Kluijtmans, Manon

Subjects
COLLEGE teachers, SELF-efficacy, EDUCATIONAL quality, SCHOLARSHIPS, MEDICAL centers
Abstract

Supporting academics' initial development as university teachers is important for improving their ability to contribute to high-quality education and for reducing anxiety and stress around teaching. Focusing on tasks experienced as challenging is considered a key principle for organising effective teacher professional development. To apply this principle in practice, more knowledge is needed about the development of novice university teachers' self-efficacy in their teacher tasks. Therefore, this study aims to investigate phases in the development of novice university teachers' self-efficacy. Data were collected amongst 201 novice university teachers at a Dutch research-intensive university and associated university medical centre, using a questionnaire measuring self-efficacy in different teacher tasks. Polytomous Rasch analyses were performed on novice university teachers' self-efficacy scores, both across and within teacher tasks. Results suggested three developmental phases in novice university teachers' self-efficacy across teacher tasks: (1) development in 'teaching and supporting learning', (2) development in 'assessment and feedback' and 'educational design', (3) development in 'educational leadership and management' and 'educational scholarship and research'. Two or three phases for the development of self-efficacy were found within each of these teacher tasks. These results expand our knowledge of the development of academics' self-efficacy related to specific teacher tasks. They also provide suggestions for how pedagogic training and workplace learning may be shaped in such a way that they focus novice university teachers' learning on teacher tasks that are difficult but not overchallenging. [ABSTRACT FROM AUTHOR]

Published
2024
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3. What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education

Author

van Dijk, Esther E., van Tartwijk, Jan, van der Schaaf, Marieke F., Kluijtmans, Manon, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, Leerstoel Kester, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, and Leerstoel Kester

Subjects
Higher education, business.industry, 05 social sciences, Professional development, 050301 education, Common ground, Academic development, Teacher expertise frameworks, Task (project management), Variety (cybernetics), Education, Scholarship, Educational leadership, Mathematics education, ComputingMilieux_COMPUTERSANDEDUCATION, Systematic review, 0501 psychology and cognitive sciences, Faculty development, Psychology, business, 0503 education, Teacher expertise, University teachers, 050104 developmental & child psychology
Abstract

What makes an expert university teacher? Answers to this question can be found in a multitude of publications, but so far there has been little insight into what these answers have in common. More common ground regarding what teacher expertise entails is necessary for research and support of the professional development of university teachers. To this end, this study aims to find consensus regarding what constitutes teacher expertise in higher education by identifying teacher tasks. We conducted a systematic review in which 46 frameworks for teacher expertise from research and practice contexts were identified, analysed, and synthesised. Six teacher tasks were distinguished: ‘teaching and supporting learning’, ‘educational design’, ‘assessment and feedback’, ‘educational leadership and management’, ‘educational scholarship and research’, and ‘professional development’. Additionally, the following three dimensions for task-related development were found: ‘better task performance’, ‘ability to carry out a greater variety of tasks’, and ‘a larger sphere of influence’. We present and visualise these tasks and task-related dimensions for development as the UNIversity Teacher Expertise (UNITE) synthesis. The synthesis both reflects and contributes to consensus about teacher expertise in higher education, which further research can build on. In academic practice, this synthesis could support teachers' reflection on their professional development and inform faculty development programmes and career policies. Further research is required to validate the results of this study, in particular the dimensions for development. Other suggested areas for future research are to explore how development in different teacher tasks is interrelated, as well as developing and investigating tools and interventions based on the perspective and findings of this study.

Published
2020

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