Marleen Ottenhoff

98 Chapter 3 REFERENCES 1. Dall’Alba G. Foreshadowing conceptions of teaching. In: Ross B, ed. Research and Development in Higher education. HERDSA; 1991:293-297. 2. Martin E, Balla M. Conceptions of teaching and implications for learning. High Educ Res Dev. 1991;13:298-304. 3. Pratt DD. Conceptions of teaching. Adult Educ Q. 1992;42(4):203-220. 4. Samuelowicz K, Bain JD. Revisiting Academics’ Beliefs about Teaching and Learning. High Educ. 2001;41(3):299-325. 5. Samuelowicz K, Bain JD. Conceptions of teaching held by academic teachers. High Educ. 1992;24(1):93-111. 6. Martin E, Ramsden P. An expanding awareness: how lecturers change their understanding of teaching. In: Parer MS, ed. Research and Development in Higher education. HERDSA; 1992;15:148-155. 7. Gow L, Kember D. Conceptions of teaching and their relationship to student learning. Br J Educ Psychol. 1993;63(1):20-23. 8. Kember D. A reconceptualisation of the research into university academics’ conceptions of teaching. Learn Instr. 1997;7(3):255-275. 9. Prosser M, Trigwell K. Relations between perceptions of the teaching environment and approaches to teaching. Br J Educ Psychol. 1997;67(1):25-35. 10. Trigwell K, Prosser M, Waterhouse F. Relations between teachers’ approaches to teaching and students’ approaches to learning. High Educ. 1999;37(1):57-70. 11. 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 12. Åkerlind GS. A new dimension to understanding university teaching. Teach High Educ. 2004;9(3):363-375. 13. Jacobs JC. Conceptions of learning and teaching in teachers: in student-centred curricula in Medicine. Vrije Universiteit Amsterdam; 2015. 14. Samuelowicz K. Academics’ educational beliefs and teaching practices. Griffith University Queensland; 1999. 15. Becher T. The significance of disciplinary differences. Stud High Educ. 1994;19(2):151161. 16. Fox D. Personal theories of teaching. Stud High Educ. 1983;8(2):151-163. 17. Lindblom-Ylänne S, Trigwell K, Nevgi A, Ashwin P. How approaches to teaching are affected by discipline and teaching context. Stud High Educ. 2006;31(03):285-298. 18. Lueddeke GR. Professionalising teaching practice in higher education: A study of disciplinary variation and ‘teaching-scholarship’. Stud High Educ. 2003;28(2):213-228. 19. Neumann R, Parry S, Becher T. Teaching and learning in their disciplinary contexts: A conceptual analysis. Stud High Educ. 2002;27(4):405-417. 20. Singer ER. Espoused teaching paradigms of college faculty. Res High Educ. 1996;37(6):659679. 21. Ramsden P, Prosser M, Trigwell K, Martin E. University teachers’ experiences of academic leadership and their approaches to teaching. Learn Instruct. 2007;17(2):140155.

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