A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice: Difference between revisions
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Latest revision as of 18:07, 16 December 2024
Abstract[edit | edit source]
In this paper, we propose a framework to help educational developers navigate the now vast literature on threshold concepts, so that they may effectively support university teachers in their work to embed threshold concept knowledge into courses and programs. This research- and practice-informed framework consists of seven principles and seven clusters of activities. It includes an ‘actionable literature review’ – a distillation and synthesis of threshold concept-related knowledge that can be acted upon and adapted in a variety of settings by educational developers and teachers.
Bibliographic data[edit | edit source]
Timmermans, J. A., & Meyer, J. H. (2019). A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice. International Journal for Academic Development, 24(4), 354-368.