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The professional learning of teachers in higher education

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The professional learning of teachers in higher education. / Knight, Peter; Tait, Jo; Yorke, Mantz.

In: Studies in Higher Education, Vol. 31, No. 3, 2006, p. 319-339.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Knight, P, Tait, J & Yorke, M 2006, 'The professional learning of teachers in higher education', Studies in Higher Education, vol. 31, no. 3, pp. 319-339. https://doi.org/10.1080/03075070600680786

APA

Knight, P., Tait, J., & Yorke, M. (2006). The professional learning of teachers in higher education. Studies in Higher Education, 31(3), 319-339. https://doi.org/10.1080/03075070600680786

Vancouver

Author

Knight, Peter ; Tait, Jo ; Yorke, Mantz. / The professional learning of teachers in higher education. In: Studies in Higher Education. 2006 ; Vol. 31, No. 3. pp. 319-339.

Bibtex

@article{d874159506c64d159045e67a23ee626e,
title = "The professional learning of teachers in higher education",
abstract = "Educational professional development is a global concern. It is often characterised by event‐delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non‐formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher education work. Their argument is complemented by findings from a study of 2401 part‐time teachers, and online responses from 248 full‐time staff, in the UK Open University. Twelve implications for international practice are identified.",
author = "Peter Knight and Jo Tait and Mantz Yorke",
year = "2006",
doi = "10.1080/03075070600680786",
language = "English",
volume = "31",
pages = "319--339",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - The professional learning of teachers in higher education

AU - Knight, Peter

AU - Tait, Jo

AU - Yorke, Mantz

PY - 2006

Y1 - 2006

N2 - Educational professional development is a global concern. It is often characterised by event‐delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non‐formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher education work. Their argument is complemented by findings from a study of 2401 part‐time teachers, and online responses from 248 full‐time staff, in the UK Open University. Twelve implications for international practice are identified.

AB - Educational professional development is a global concern. It is often characterised by event‐delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non‐formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher education work. Their argument is complemented by findings from a study of 2401 part‐time teachers, and online responses from 248 full‐time staff, in the UK Open University. Twelve implications for international practice are identified.

U2 - 10.1080/03075070600680786

DO - 10.1080/03075070600680786

M3 - Journal article

VL - 31

SP - 319

EP - 339

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 3

ER -