Published April 14, 2025 | Version v1
Project deliverable Open

Towards agency to change the system

Creators

  • 1. Leiden University

Files

IFDTISCP Unit 8.pdf

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Additional details

Funding

Erasmus+
Coaching Academics as Learners for Inclusive Teaching in Optical Networks 2022-1-NL01-KA220-HED-000088497

Software

Repository URL
https://disigma.gr/products/innovative-faculty-development-towards/
Development Status
Active

References

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  • Cook-Sather, A., Hong, E., Moss, T., & Williamson, A. (2021). Developing new faculty voice and agency through trustful, overlapping, faculty-faculty and student-faculty conversations. International Journal for Academic Development, 26(3), 347-359. https://doi.org/10.1080/1360144X.2021.1947296
  • Doornkamp, L., van den Bekerom, P., & Groeneveld, S. (2019). The individual level effect of symbolic representation: An experimental study on teacher-student gender congruence and students' perceived abilities in math. Journal of Behavioral Public Administration, 2(2), 1-11. https://doi.org/10.30636/jbpa.22.64
  • Felten, P., Forsyth, R., & Sutherland, K. (2023). Building trust in the classroom: a conceptual model for teachers, scholars, and academic developers in higher education. Teaching & Learning Inquiry, 11. https://doi.org/10.20343/teachlearninqu.11.20
  • Geertsema, J., & van der Rijst, R. M. (2021). Access and success: rethinking and widening the impact of academic development. International Journal for Academic Development, 26(1), 1-6. https://doi.org/10.1080/1360144X.2021.1876337
  • Kusters, M., van der Rijst, R. M., de Vetten, A., & Admiraal, W. (2023). University lecturers as change agents: how do they perceive their professional agency? Teacher & Teacher Education, 127, 104097. https://doi.org/10.1016/j.tate.2023.104097
  • Molbaek, M. (2018). Inclusive teaching strategies: dimension and agendas. International Journal of Inclusive Education, 22(10), 1048-1061. https://doi.org/10.1080/13603116.2017.1414578
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  • Rumiantsev, T. W., van der Rijst, R. M., Kuiper, W., Verhaar, A., & Admiraal, W. F. (2024). Teacher professional development and educational innovation through action research in conservatoire education in the Netherlands. British Journal of Music Education, 41(2), 195-208. https://doi.org/10.1017/S0265051723000414
  • Santucci, A., Zou, T., & van der Rijst, R. M. (2024). Connecting through contexts: positional awareness and interrelatedness. International Journal for Academic Development, 29(4), 439-445. https://doi.org/10.1080/1360144X.2024.2426735
  • Schön, D. (1992). The reflective practitioner: How professionals think in action. London: Routledge
  • Stevens, T. M., Day, I. N. Z., den Brok, P. J., Prins, F.J., Assen, H. J. H. E., ter Beek, M., Bombaerts, G., Coppoolse, R., Cremers, P. H. M., Engbers, R., Hulsen, M., Kamp, R. J. A., Koksma, J. J., Mittendorff, K., Riezebos, J., van der Rijst, R. M., van de Wiel, M. J. W., & Vermunt, J. D. (2024). Teacher professional learning and development in the context of educational innovations in higher education: a typology of practices. Higher Education Research & Development, 43(2), 437-454. https://doi.org/10.1080/07294360.2023.2246412
  • van der Rijst, R. M., Baggen, Y., & Sjoer, E. (2019). University teachers' learning paths during educational innovation in education. International Journal for Academic Development, 24(1), 7-20. https://doi.org/10.1080/1360144X.2018.1500916
  • van der Rijst, R. M., Guo, P., & Admiraal, W. F. (2023). Student engagement in hybrid approaches to teaching in higher education. Revista de Investigación Educativa, 41(2), 315-336. https://doi.org/10.6018/rie.562521
  • Vereijken, M. W. C., & van der Rijst, R. M. (2023). Subject matter pedagogy in university teaching: How lecturers use relations between theory and practice. Teaching in Higher Education, 28(4), 880-893. https://doi.org/10.1080/13562517.2020.1863352