29 General introduction 1 REFERENCES 1. McLean M, Gibbs T. Twelve tips to designing and implementing a learner-centred curriculum: Prevention is better than cure. Med Teach. 2010;32(3):225-230. 2. Gow L, Kember D. Conceptions of teaching and their relationship to student learning. Br J Educ Psychol. 1993;63(1):20-23. 3. Kember D, Gow L. Orientations to teaching and their effect on the quality of student learning. J High Educ. 1994;65(1):58-74. 4. Trigwell K, Prosser M, Waterhouse F. Relations between teachers’ approaches to teaching and students’ approaches to learning. High Educ. 1999:57-70. 5. Prosser M, Trigwell K. Understanding learning and teaching: The experience in higher education. SRHE and Open University Press; 1999:157-160. 6. Gibbs G, Coffey M. The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learn High Educ. 2004;5(1):87-100. 7. Beausaert SA, Segers M, Wiltink DP. The influence of teachers’ teaching approaches on students’ learning approaches: The student perspective. J Educ Res. 2013;55(1):1-15. 8. Prosser M, Ramsden P, Trigwell K, Martin E. Dissonance in experience of teaching and its relation to the quality of student learning. Stud High Educ. 2003;28(1):37-48. 9. Prosser M, Trigwell K. Qualitative variation in approaches to university teaching and learning in large first-year classes. High Educ. 2014;67:783-795. 10. Uiboleht K, Karm M, Postareff L. The interplay between teachers’ approaches to teaching, students’ approaches to learning and learning outcomes: a qualitative multicase study. Learn Environ Res. 2018;21:321-347. 11. Ho A, Watkins D, Kelly M. The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. High Educ. 2001;42(2):143-169. 12. Kember D. A reconceptualisation of the research into university academics’ conceptions of teaching. Learn Instr. 1997;7(3):255-275. 13. Stenfors-Hayes T, Hult H, Dahlgren LO. What does it mean to be a good teacher and clinical supervisor in medical education? Adv Health Sci Educ Theory Pract. 2011;16(2):197-210. doi: 10.1007/s10459-010-9255-2 14. Jacobs JC. Conceptions of learning and teaching in teachers: in student-centred curricula in medicine. Vrije Universiteit Amsterdam; 2015. 15. Samuelowicz K, Bain JD. Conceptions of teaching held by academic teachers. High Educ. 1992:93-111. 16. Samuelowicz K, Bain JD. Revisiting Academics’ Beliefs about Teaching and Learning. High Educ. 2001;41(3):299-325. 17. Pajares MF. Teachers’ beliefs and educational research: Cleaning up a messy construct. Rev Educ Res. 1992;62(3):307-332. 18. Trigwell K, Prosser M. Changing approaches to teaching: A relational perspective. Stud High Educ. 1996;21(3):275-284. 19. Williams RG, Klamen DL. See one, do one, teach one––exploring the core teaching beliefs of medical school faculty. Med Teach. 2006;28(5):418-424.
RkJQdWJsaXNoZXIy MTk4NDMw