Teachers interacting with students: an important (and potentially overlooked) domain for academic development during times of impact

Research output: Contribution to journalArticle


This article is situated in the context of an intensified discourse within which academic developers are being asked to provide evidence of impact, and argues that theoretical models currently used are imprecise and fail to capture the variation in outcomes from professional development activities. Through reference to previous research on how teachers' thinking can be described in relation to various thinking-zones, and how teachers notice and respond to signs of student learning, we suggest a more fine-grained perspective. Furthermore, we argue that improved models for design and evaluation of professional development might prove crucial for academic development as a profession.


External organisations
  • McMaster University
Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Pedagogical Work


  • Academic development, academic teachers, impact, noticing learning, reflection
Original languageEnglish
JournalInternational Journal for Academic Development
Publication statusE-pub ahead of print - 2019
Publication categoryResearch