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dc.contributor.authorJääskelä, Päivikki
dc.contributor.authorHäkkinen, Päivi
dc.contributor.authorRasku-Puttonen, Helena
dc.date.accessioned2017-02-28T06:57:13Z
dc.date.available2018-07-15T21:35:26Z
dc.date.issued2017
dc.identifier.citationJääskelä, P., Häkkinen, P., & Rasku-Puttonen, H. (2017). Supporting and constraining factors in the development of university teaching experienced by teachers. <i>Teaching in Higher Education</i>, <i>22</i>(6), 655-671. <a href="https://doi.org/10.1080/13562517.2016.1273206" target="_blank">https://doi.org/10.1080/13562517.2016.1273206</a>
dc.identifier.otherCONVID_26486031
dc.identifier.otherTUTKAID_72652
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/53124
dc.description.abstractHigher education calls for reform, but deeper knowledge about the prerequisites for teaching development and pedagogical change is missing. In this study, 51 university teachers’ experiences of supportive or constraining factors in teaching development were investigated in the context of Finland’s multidisciplinary network. The findings reveal that the supportive factors in teaching development arise from the nature of the development itself, i.e. from the teachers’ opportunities to act as active agents in an authentic development process. Furthermore, the circumstances of the development also play essential roles (both constraining and supportive) in teaching development. Such support, at its best, will come when teachers and others view teaching development in the university context as being valuable and rewarding, and when teachers are encouraged by management and are supplemented with the necessary equipment, tools, and networks they need to do their job. Increasing interaction between the institutional levels can make educational development successful.
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesTeaching in Higher Education
dc.subject.otherteaching development
dc.subject.otherhigher education
dc.subject.otheruniversity teaching
dc.subject.otherstructures of the development
dc.subject.otheracademic work
dc.titleSupporting and constraining factors in the development of university teaching experienced by teachers
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201702271532
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-02-27T10:15:14Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange655-671
dc.relation.issn1356-2517
dc.relation.numberinseries6
dc.relation.volume22
dc.type.versionacceptedVersion
dc.rights.copyright© 2016 Informa UK Limited, trading as Taylor & Francis Group. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.subject.ysokorkeakouluopetus
dc.subject.ysokehittäminen
jyx.subject.urihttp://www.yso.fi/onto/yso/p1246
jyx.subject.urihttp://www.yso.fi/onto/yso/p4230
dc.relation.doi10.1080/13562517.2016.1273206


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