Search

Your search keyword '"Kluijtmans, Manon"' showing total 170 results
Start Over Author "Kluijtmans, Manon"
170 results on '"Kluijtmans, Manon"'

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

Author

van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, and Kluijtmans, Manon

Subjects
Professional development -- Evaluation, Teachers -- Training, Teacher centers -- Methods, College teachers -- Evaluation -- Vocational guidance, Education
Abstract

Disciplinary knowledge lies at the heart of academic work. However, connecting academics' disciplinary knowledge to their professional development as teachers has been a longstanding challenge for (research-intensive) universities. This is reflected in criticism of the practices that aim to support the professional development of university teachers. In order to create better connections, a deeper understanding is needed of how academics' disciplinary knowledge relates to the development of their teaching. In this paper, we therefore aim to advance theoretical insights about how academics' disciplinary knowledge connects to their professional development as university teachers. We do so by providing a conceptual analysis of teacher expertise and teacher knowledge perspectives. Literature discussed as part of the teacher expertise perspective provides insights into how knowledge is structured in order to perform teacher tasks. In our discussion of the teacher knowledge perspective, we include bodies of literature about teachers' knowledge base to explore the role of disciplinary knowledge in how to teach and about powerful knowledge to explore the role of disciplinary knowledge in what to teach. Insights from these bodies of literature can, from a teacher knowledge perspective, offer theoretical underpinnings for connecting academics' disciplinary knowledge to their professional development as university teachers. Adaptive expertise and practical knowledge are identified as concepts that include elements of both teacher expertise and teacher knowledge perspectives. Based on the conceptual analysis, we identify and discuss three aspects related to supporting the professional development of university teachers where attention to connection with teachers' disciplinary knowledge is important., Author(s): Esther E. van Dijk [sup.1] [sup.2] [sup.3] , Johan Geertsema [sup.4] , Marieke F. van der Schaaf [sup.5] , Jan van Tartwijk [sup.2] , Manon Kluijtmans [sup.1] [sup.3] Author [...]

Published
2023
Full Text
View/download PDF

2. 'Undisciplining' Higher Education without Losing Disciplines: Furthering Transformative Potential for Students

Author

Vereijken, Mayke W. C., Akkerman, Sanne F., te Pas, Susan F., van der Tuin, Iris, and Kluijtmans, Manon

Abstract

In universities worldwide, there has been a movement away from mono-disciplinary towards multi-, inter- and transdisciplinary education, motivated by the notion that complex societal issues call for more than a single disciplinary perspective. To prepare students for a role in addressing these issues, flexibility within educational programs is needed for students to move within, across and beyond disciplines. Contrary to the intended orientation on societal issues, multi-, inter- and transdisciplinary education appear in the current discourse regularly as aims in themselves, as if they were distinctive types of education that one should adopt at the level of a course or a program. We argue that education could more flexibly utilize and create free space: continuously questioning, also together with students, what sorts of perspectives and disciplinarities problems require. Therefore, we propose "boundary crossing" as an alternative way of thinking about multi-, inter- and transdisciplinary education. At many universities, organizing for flexibility already gains some traction. However, we believe that a shift of focus towards more open ways of transgressing disciplines in the field of higher education is vital for furthering the transformative potential of multi-, inter- and transdisciplinarity for students to being and becoming the professionals that society needs.

Published
2023
Full Text
View/download PDF

4. 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
Full Text
View/download PDF

5. Strengthening educational leadership through a professional development programme in conjunction with a teaching-focused full professor career track: reflections of participants.

Author

Crone, Vincent, Prins, Frans, Lutz, Christel, Meijerman, Irma, Schutjens, Veronique, van der Smagt, Maarten, Wijngaards-de Meij, Leoniek, Bovenschen, Niels, and Kluijtmans, Manon

Subjects
EDUCATIONAL leadership, CAREER development, PROFESSIONAL education, FELLOWSHIP, ACADEMIC achievement
Abstract

In this paper, we describe the underlying mechanisms that both facilitate and limit the formation of successful educational leadership of participants of the 'Senior Fellow Programme': a professional development programme in conjunction with a career track leading up to a teaching-focused full professorship. Based on an analysis of the context-mechanism-outcome (CMO) configuration, we conclude that three interrelated and interacting mechanisms: (1) recognition, (2) reform, and (3) responsibility steer the way in which the participants can shape their teaching-focused leadership role. These findings may provide useful insight into how educational leadership is formed, even in vastly different contexts and institutional cultures. [ABSTRACT FROM AUTHOR]

Published
2024
Full Text
View/download PDF

8. Strengthening educational leadership through a professional development programme in conjunction with a teaching-focused full professor career track: reflections of participants

Author

Crone, Vincent, primary, Prins, Frans, additional, Lutz, Christel, additional, Meijerman, Irma, additional, Schutjens, Veronique, additional, van der Smagt, Maarten, additional, Wijngaards-de Meij, Leoniek, additional, Bovenschen, Niels, additional, and Kluijtmans, Manon, additional

Published
2023
Full Text
View/download PDF

9. De Universiteit in Transitie

Author

Kummeling, Henk, Kluijtmans, Manon, Miedema, Frank, Kummeling, Henk, Kluijtmans, Manon, and Miedema, Frank

Abstract

Open Science is de grote culturele verandering in de academische wereld in de huidige tijd. De universiteit wil zich sterker verankeren in de samenleving door de grote maatschappelijk uitdagingen op lokaal, regionaal en globaal niveau meer centraal te stellen in onderwijs en onderzoek, maar ook door meer aan de samenleving terug te geven. Gegeven die context is de vraag die in dit boek centraal staat: hoe gaat de universiteit zich ontwikkelen op haar kerntaken onderwijs, onderzoek en maatschappelijke impact? De universiteit, dat zijn de mensen, en daarom is het ook van groot belang om te bezien hoe de universitaire gemeenschap en de bijbehorende organisatie zich ontwikkelt en idealiter zich zou kunnen ontwikkelen. De auteurs behandelen niet alleen de ontwikkelingen die ze verwachten, maar ook die ze wenselijk vinden. Daarmee biedt het boek ook aanzetten voor discussie.

Published
2023

10. “Undisciplining” Higher Education without Losing Disciplines:: Furthering Transformative Potential for Students

Author

Vereijken, Mayke, Akkerman, Sanne, te Pas, Susan, van der Tuin, Iris, Kluijtmans, Manon, Vereijken, Mayke, Akkerman, Sanne, te Pas, Susan, van der Tuin, Iris, and Kluijtmans, Manon

Abstract

In universities worldwide, there has been a movement away from mono-disciplinary towards multi-, inter- and transdisciplinary education, motivated by the notion that complex societal issues call for more than a single disciplinary perspective. To prepare students for a role in addressing these issues, flexibility within educational programs is needed for students to move within, across and beyond disciplines. Contrary to the intended orientation on societal issues, multi-, inter- and transdisciplinary education appear in the current discourse regularly as aims in themselves, as if they were distinctive types of education that one should adopt at the level of a course or a program. We argue that education could more flexibly utilize and create free space: continuously questioning, also together with students, what sorts of perspectives and disciplinarities problems require. Therefore, we propose boundary crossing as an alternative way of thinking about multi-, inter- and transdisciplinary education. At many universities, organizing for flexibility already gains some traction. However, we believe that a shift of focus towards more open ways of transgressing disciplines in the field of higher education is vital for furthering the transformative potential of multi-, inter- and transdisciplinarity for students to being and becoming the professionals that society needs.

Published
2023

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

Author

Hafd Onderwijsadvies en training, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, Kluijtmans, Manon, Hafd Onderwijsadvies en training, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, and Kluijtmans, Manon

Published
2023

12. “Undisciplining” Higher Education without Losing Disciplines:: Furthering Transformative Potential for Students

Author

Education and Learning: Development in Interaction, Leerstoel Akkerman, Leerstoel Pas, Experimental Psychology (onderzoeksprogramma PF), Helmholtz Institute, Faculteit Geesteswetenschappen, LS Theorie van de cultuurwetenschappen, ICON - Media and Performance Studies, Vereijken, Mayke, Akkerman, Sanne, te Pas, Susan, van der Tuin, Iris, Kluijtmans, Manon, Education and Learning: Development in Interaction, Leerstoel Akkerman, Leerstoel Pas, Experimental Psychology (onderzoeksprogramma PF), Helmholtz Institute, Faculteit Geesteswetenschappen, LS Theorie van de cultuurwetenschappen, ICON - Media and Performance Studies, Vereijken, Mayke, Akkerman, Sanne, te Pas, Susan, van der Tuin, Iris, and Kluijtmans, Manon

Published
2023

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

Author

Onderwijscentrum Organisatie, LESP, Expertisecentrum Alg., Onderwijscentrum Onderwijs, van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, Kluijtmans, Manon, Onderwijscentrum Organisatie, LESP, Expertisecentrum Alg., Onderwijscentrum Onderwijs, van Dijk, Esther E., Geertsema, Johan, van der Schaaf, Marieke F., van Tartwijk, Jan, and Kluijtmans, Manon

Published
2023

15. De universiteit in transitie

Author

Onderwijscentrum Onderwijs, Kummeling, Henk, Kluijtmans, Manon, Miedema, F, Onderwijscentrum Onderwijs, Kummeling, Henk, Kluijtmans, Manon, and Miedema, F

Published
2023

16. De Universiteit in Transitie

Author

Universiteit Utrecht, Kummeling, Henk, Kluijtmans, Manon, Miedema, Frank, Universiteit Utrecht, Kummeling, Henk, Kluijtmans, Manon, and Miedema, Frank

Published
2023

23. Developing entrustable professional activities for university teachers in the health professions

Author

Expertisecentrum Innovatie en Kwaliteit, Onderwijscentrum, LESP, Expertisecentrum Alg., Onderwijscentrum Onderwijs, van Bruggen-Taverne, Lisette, van Dijk, Esther, van der Schaaf, Marieke, Kluijtmans, Manon, ten Cate, Olle, Expertisecentrum Innovatie en Kwaliteit, Onderwijscentrum, LESP, Expertisecentrum Alg., Onderwijscentrum Onderwijs, van Bruggen-Taverne, Lisette, van Dijk, Esther, van der Schaaf, Marieke, Kluijtmans, Manon, and ten Cate, Olle

Published
2022

24. Visualisation of Manifesto - Reshaping the Academic Self: Connecting Education & Open Science

Author

De Knecht, Sicco, Van Der Meer, Martijn, Brinkman, Loek, Kluijtmans, Manon, and Miedema, Frank

Subjects
Open Science, Reflexivity, Open Educational Resources, ComputingMilieux_COMPUTERSANDEDUCATION, Recognition and Rewards, Education
Abstract

The transition towards Open Science will drastically alter our approach to academic life. It will change the ways in which we reward and recognise university employees and reshape the relationship between education and research. This should be reflected in how a new generation of academics and citizens are educated. Not only through the qualifications our students receive to become productive members of society, but also by dint of the values and attitudes we teach our pupils. The aim of university education should be preparing future graduates to share their (inter)disciplinary knowledge, engage with societal stakeholders, and shape tomorrow’s society. Now is the time to explore how. This is the visualization of the manifesto intended as a thought exercise to explorethe (possible) relationships between Open Science and education. It attempts to point out the overlap, parallels, synergy, and possible conflicts between Open Science attitudes and practices, and contemporary views and practices in education. We aim to provoke a perspectiveon the different aspects of how Open Science relates to education and propose several concrete directions forward and possible corresponding interventions. After explaining why education from an Open Science perspective needs to be explored and strengthened, we differentiate four faces of open education: the Open Science mindset, Open Science skillset, open educational resources, and how these activities should be recognised and rewarded. We subsequently illuminate three possible paths on how to strengthen open education, ranging from content to form and system. We hope that this will spark a broader national and international conversation on the relationship between Open Science and education.

Published
2021
Full Text
View/download PDF

25. Reshaping the Academic Self: Connecting Education & Open Science

Author

De Knecht, Sicco, Van Der Meer, Martijn, Brinkman, Loek, Kluijtmans, Manon, and Miedema, Frank

Subjects
Open Science, Reflexivity, Open Educational Resources, Recognition and Rewards, Education
Abstract

The transition towards Open Science will drastically alter our approach to academic life. It will change the ways in which we reward and recognise university employees and reshape the relationship between education and research. This should be reflected in how a new generation of academics and citizens are educated. Not only through the qualifications our students receive to become productive members of society, but also by dint of the values and attitudes we teach our pupils. The aim of university education should be preparing future graduates to share their (inter)disciplinary knowledge, engage with societal stakeholders, and shape tomorrow’s society. Now is the time to explore how. This manifesto is a thought exercise that explores the (possible) relationships between Open Science and education. It attempts to point out the overlap, parallels, synergy, and possible conflicts between Open Science attitudes and practices, and contemporary views and practices in education. We aim to provoke a perspective on the different aspects of how Open Science relates to education and propose several concrete directions forward and possible corresponding interventions. After explaining why education from an Open Science perspective needs to be explored and strengthened, we differentiate four faces of open education: the Open Science mindset, Open Science skillset, open educational resources, and how these activities should be recognised and rewarded. We subsequently illuminate three possible paths on how to strengthen open education, ranging from content to form and system. We hope that this will spark a broader national and international conversation on the relationship between Open Science and education.

Published
2021
Full Text
View/download PDF

29. Supporting a teacher identity in health professions education: AMEE Guide No. 132

Author

van Lankveld, Thea, Thampy, Harish, Cantillon, Peter, Horsburgh, Jo, Kluijtmans, Manon, van Lankveld, Thea, Thampy, Harish, Cantillon, Peter, Horsburgh, Jo, and Kluijtmans, Manon

Abstract

This guide provides an understanding of what teacher identity is and how it can be developed and supported. Developing a strong teacher identity in the context of health professions education is challenging, because teachers combine multiple roles and the environment usually is more supportive to the identity of health practitioner or researcher than to that of teacher. This causes tensions for those with a teaching role. However, a strong teacher identity is important because it enhances teachers’ intention to stay in health professions education, their willingness to invest in faculty development, and their enjoyment of the teaching role. The guide offers recommendations on how to establish workplace environments that support teacher identity rather than marginalise it. Additionally, the guide offers recommendations for establishing faculty development approaches that are sensitive to teacher identity issues. Finally, the guide provides suggestions for individual teachers in relation to what they can do themselves to nurture it.

Published
2021

30. Reshaping the Academic Self: Connecting Education & Open Science

Author

Onderwijscentrum Onderwijs, De Knegt, Sicco, van der Meer, Martijn, Brinkman, Loek, Kluijtmans, Manon, Miedema, Frank, Onderwijscentrum Onderwijs, De Knegt, Sicco, van der Meer, Martijn, Brinkman, Loek, Kluijtmans, Manon, and Miedema, Frank

Published
2021

31. Clinician-Scientists in-and-between Research and Practice: How Social Identity Shapes Brokerage

Author

Onderwijs- en Studentzaken, Leerstoel Akkerman, Leerstoel van Gog, Leerstoel Kester, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, de Groot, Esther, Baggen, Yvette, Moolenaar, Nienke, Stevens, Diede, van Tartwijk, Jan, Damoiseaux, Roger, Kluijtmans, Manon, Onderwijs- en Studentzaken, Leerstoel Akkerman, Leerstoel van Gog, Leerstoel Kester, Leerstoel van Tartwijk, Education and Learning: Development in Interaction, de Groot, Esther, Baggen, Yvette, Moolenaar, Nienke, Stevens, Diede, van Tartwijk, Jan, Damoiseaux, Roger, and Kluijtmans, Manon

Published
2021

32. Supporting a teacher identity in health professions education: AMEE Guide No. 132

Author

Hafd Onderwijsadvies en training, Leerstoel Akkerman, Education and Learning: Development in Interaction, van Lankveld, Thea, Thampy, Harish, Cantillon, Peter, Horsburgh, Jo, Kluijtmans, Manon, Hafd Onderwijsadvies en training, Leerstoel Akkerman, Education and Learning: Development in Interaction, van Lankveld, Thea, Thampy, Harish, Cantillon, Peter, Horsburgh, Jo, and Kluijtmans, Manon

Published
2021

34. Evaluating the effects of an interprofessional clinic-based module on pharmacy interns’ perception of interprofessional collaboration, shared decision making and patient communication

Author

Apotheek Klinische Farmacie, Geneeskunde, MS Geriatrie, Onderzoek, Brain, Apotheek Bereidingen, Onderwijscentrum Onderwijs, Wilting, I, Drenth-van Maanen, A. Clara, Cahn, Wiepke, Ververs, Tessa, van Wieren, B.M.A., Mantel-Teeuwisse, Aukje K, Kluijtmans, Manon, Apotheek Klinische Farmacie, Geneeskunde, MS Geriatrie, Onderzoek, Brain, Apotheek Bereidingen, Onderwijscentrum Onderwijs, Wilting, I, Drenth-van Maanen, A. Clara, Cahn, Wiepke, Ververs, Tessa, van Wieren, B.M.A., Mantel-Teeuwisse, Aukje K, and Kluijtmans, Manon

Published
2021

35. Developing leadership in postdoctoral nurses: A longitudinal mixed-methods study

Author

Verplegingswetenschap, Onderwijscentrum Onderwijs, JC onderzoeksprogramma Methodologie, Professionalisering in de Zorg, van Dongen, Lisa, Cardiff, Shaun, Kluijtmans, Manon, Schoonhoven, Lisette, Hamers, Jan P.H., Schuurmans, Marieke J., Hafsteinsdóttir, Thóra B., Verplegingswetenschap, Onderwijscentrum Onderwijs, JC onderzoeksprogramma Methodologie, Professionalisering in de Zorg, van Dongen, Lisa, Cardiff, Shaun, Kluijtmans, Manon, Schoonhoven, Lisette, Hamers, Jan P.H., Schuurmans, Marieke J., and Hafsteinsdóttir, Thóra B.

Published
2021

37. Clinician-Scientists in-and-between Research and Practice: How Social Identity Shapes Brokerage

Author

Huisartsopleiding, Child Health, Infection & Immunity, Expertisecentrum Innovatie en Kwaliteit, Onderwijscentrum Onderwijs, Onderwijscentrum, de Groot, Esther, Baggen, Yvette, Moolenaar, Nienke, Stevens, Diede, van Tartwijk, Jan, Damoiseaux, Roger, Kluijtmans, Manon, Huisartsopleiding, Child Health, Infection & Immunity, Expertisecentrum Innovatie en Kwaliteit, Onderwijscentrum Onderwijs, Onderwijscentrum, de Groot, Esther, Baggen, Yvette, Moolenaar, Nienke, Stevens, Diede, van Tartwijk, Jan, Damoiseaux, Roger, and Kluijtmans, Manon

Published
2021

38. Vijf lessen van de coronacrisis die het universitair onderwijs beter maken

Author

Crone, V.C.A., Dilaver, Gönül, van Haeften, T., van den Hoven, M.A., Janssen, J.J.H.M., Kluijtmans, Manon, Lutz, C.I., Rebel, K.T., van Royen-Kerkhof, A., Schutjens, V.A.J.M., de Vries, Ubaldus, Meijerman, I., Environmental Sciences, ICON - Media and Performance Studies, LS OW Ned.tv-cultuur intern.context, Celbiologie, dB&C I&I, OFR - Ethics Institute, LS Wijsgerige Ethiek, Leerstoel van Gog, Education and Learning: Development in Interaction, University College Utrecht, Global Ecohydrology and Sustainability, Geography of Innovation, Rechtstheorie, Afd Pharmacology, and UCALL / Aansprakelijkheid en verantwoordelijkheid

Abstract

Corona veroorzaakt een crisis in het universitair onderwijs, maar daardoor weten we nu wel wat er beter moet. Dat concluderen de Senior Fellows en de wetenschappelijk directeur van het Centre for Academic Teaching van de Universiteit Utrecht. Ze vinden dat het onderwijs ook na de pandemie fundamenteel anders moet.

Published
2020

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

Author

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

Published
2020

40. Vijf lessen van de coronacrisis die het universitair onderwijs beter maken

Author

Environmental Sciences, ICON - Media and Performance Studies, LS OW Ned.tv-cultuur intern.context, Celbiologie, dB&C I&I, OFR - Ethics Institute, LS Wijsgerige Ethiek, Leerstoel van Gog, Education and Learning: Development in Interaction, University College Utrecht, Global Ecohydrology and Sustainability, Geography of Innovation, Rechtstheorie, Afd Pharmacology, UCALL / Aansprakelijkheid en verantwoordelijkheid, Crone, V.C.A., Dilaver, Gönül, van Haeften, T., van den Hoven, M.A., Janssen, J.J.H.M., Kluijtmans, Manon, Lutz, C.I., Rebel, K.T., van Royen-Kerkhof, A., Schutjens, V.A.J.M., de Vries, Ubaldus, Meijerman, I., Environmental Sciences, ICON - Media and Performance Studies, LS OW Ned.tv-cultuur intern.context, Celbiologie, dB&C I&I, OFR - Ethics Institute, LS Wijsgerige Ethiek, Leerstoel van Gog, Education and Learning: Development in Interaction, University College Utrecht, Global Ecohydrology and Sustainability, Geography of Innovation, Rechtstheorie, Afd Pharmacology, UCALL / Aansprakelijkheid en verantwoordelijkheid, Crone, V.C.A., Dilaver, Gönül, van Haeften, T., van den Hoven, M.A., Janssen, J.J.H.M., Kluijtmans, Manon, Lutz, C.I., Rebel, K.T., van Royen-Kerkhof, A., Schutjens, V.A.J.M., de Vries, Ubaldus, and Meijerman, I.

Published
2020

41. EPAs for training, assessment and certification of teachers in the health professions: A proposed framework

Author

Expertisecentrum Innovatie en Kwaliteit, LESP, Expertisecentrum Alg., Onderwijscentrum Onderwijs, van Bruggen-Taverne, Lisette, van Dijk, Esther, van der Schaaf, Marieke, Kluijtmans, Manon, ten Cate, Olle, Expertisecentrum Innovatie en Kwaliteit, LESP, Expertisecentrum Alg., Onderwijscentrum Onderwijs, van Bruggen-Taverne, Lisette, van Dijk, Esther, van der Schaaf, Marieke, Kluijtmans, Manon, and ten Cate, Olle

Published
2020

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

Author

LESP, UMC Utrecht, Expertisecentrum Alg., Onderwijscentrum, Onderwijscentrum Onderwijs, van Dijk, Esther E., van Tartwijk, Jan, van der Schaaf, Marieke F., Kluijtmans, Manon, LESP, UMC Utrecht, Expertisecentrum Alg., Onderwijscentrum, Onderwijscentrum Onderwijs, van Dijk, Esther E., van Tartwijk, Jan, van der Schaaf, Marieke F., and Kluijtmans, Manon

Published
2020

47. Understanding the Broker Role of Clinician-Scientists: A Realist Review on How They Link Research and Practice

Author

Leerstoel Akkerman, Leerstoel van Gog, Education and Learning: Development in Interaction, Barry, Margot, de Groot, Esther, Baggen, Yvette, Smalbrugge, Martin, Moolenaar, Nienke, Bartelink, Marie Louise E.L., Damoiseaux, Roger A.M.J., Scherpbier, Nynke, Kluijtmans, Manon, Leerstoel Akkerman, Leerstoel van Gog, Education and Learning: Development in Interaction, Barry, Margot, de Groot, Esther, Baggen, Yvette, Smalbrugge, Martin, Moolenaar, Nienke, Bartelink, Marie Louise E.L., Damoiseaux, Roger A.M.J., Scherpbier, Nynke, and Kluijtmans, Manon

Published
2019

48. Understanding the Broker Role of Clinician-Scientists: A Realist Review on How They Link Research and Practice

Author

Huisartsopleiding, Circulatory Health, JC Overig onderzoek, Child Health, Infection & Immunity, Onderwijscentrum, Barry, Margot, de Groot, Esther, Baggen, Yvette, Smalbrugge, Martin, Moolenaar, Nienke, Bartelink, Marie Louise E.L., Damoiseaux, Roger A.M.J., Scherpbier, Nynke, Kluijtmans, Manon, Huisartsopleiding, Circulatory Health, JC Overig onderzoek, Child Health, Infection & Immunity, Onderwijscentrum, Barry, Margot, de Groot, Esther, Baggen, Yvette, Smalbrugge, Martin, Moolenaar, Nienke, Bartelink, Marie Louise E.L., Damoiseaux, Roger A.M.J., Scherpbier, Nynke, and Kluijtmans, Manon

Published
2019

Catalog

Books, media, physical & digital resources
See catalog results