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Showing all 3 results
Peer reviewed
Direct linkSpronken-Smith, Rachel; Harland, Tony – Active Learning in Higher Education, 2009
This research explores the experiences of a group of academics learning to teach with problem-based learning (PBL) and how a community of practice (COP) supported this transition. An action-research project evaluated both PBL experiences and group processes. Teachers were enthusiastic about PBL but experienced a variety of problems during the…
Descriptors: Methods Courses, Geography, Problem Based Learning, Group Dynamics
Contrasting Views of Induction: The Experiences of New Academic Staff and Their Heads of Departments
Staniforth, David; Harland, Tony – Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 2006
This article focuses on the induction experiences of new academic staff and the role of their head of department in this process. Respondents reflected on personal experiences and their narratives give a fine-grained account of the same event from two contrasting perspectives. We expected to find that the heads would be key figures in the…
Descriptors: Beginning Teacher Induction, Department Heads, Beginning Teachers, Case Studies
Harland, Tony; Plangger, Gabi – Active Learning in Higher Education the Journal of the Institute for Learning and Teaching, 2004
This article is based on the experiences of 25 PhD students at a New Zealand university who came to do research and soon found themselves taking on substantial teaching loads. Teaching was highly valued and it helped students develop their professional identity as they broadened their subject knowledge and practised a disciplinary research…
Descriptors: Foreign Countries, Teaching Load, Doctoral Programs, Teacher Researchers
