« Timmermans 2014 » : différence entre les versions
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The purpose of this multiple case study was to identify threshold concepts in the careers of educational developers. Twenty-one common threshold concepts emerged, with one threshold concept common among all participants: Facilitating a change process. The remaining 20 threshold concepts were captured in the following three categories: (1) Ways of knowing and being that facilitate change in individuals and in groups; (2) Ways of knowing and being that facilitate systemic change and (3) Core ways of knowing and being. Study results may provide guidance for the design of initial and ongoing formation programmes in educational development. | |||
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== 5. Résumé (facultatif) == | == 5. Résumé (facultatif) == | ||
Version du 17 décembre 2015 à 09:51
Titre de l'article
1. Références
- Référence complète APA : Timmermans, J. (2014). Identifying threshold concepts in the careers of educational developers. International Journal for Academic Development, 19, 305-371. doi:10.1080/1360144X.2014.895731
- Auteur(s) : Julie Timmermans
2. Copies
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3. Mots-clés
4. Abstract
The purpose of this multiple case study was to identify threshold concepts in the careers of educational developers. Twenty-one common threshold concepts emerged, with one threshold concept common among all participants: Facilitating a change process. The remaining 20 threshold concepts were captured in the following three categories: (1) Ways of knowing and being that facilitate change in individuals and in groups; (2) Ways of knowing and being that facilitate systemic change and (3) Core ways of knowing and being. Study results may provide guidance for the design of initial and ongoing formation programmes in educational development.
5. Résumé (facultatif)