References

References:

1. Alhija, F. N.-A. (2017). “Teaching in Higher Education: Good Teaching Through Students’ Lens.” Studies in Educational Evaluation 54, 4–12.

2. Amabile, T.M. 1996. Creativity in Context. Boulder, CO: Westview Press.

3. Barnett, R. (1994). The limits of competence: Knowledge, higher education and society. Buckingham: SRHE, Open University Press.

4. Barnett, R. and Coate, K. (2005). Engaging the curriculum in higher education. Maidenhead: Open University Press.

5. Bass, R.V. (1997). The Purpose of Education. The Educational Forum, 61(2), 128-132.

6. Beauchamp, G. (1997). “Initial Training + INSET = Confident Teachers. A Formula for Success?” British Journal of Music Education 14(1): 69–85.

7. bell hooks (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.

8. Beijaard, D., Verloop, N. and Vermunt, J.D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and teacher education, 16(7), 749-764.

9. Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of education, 50(1), 75-87.

10. Biesta, G. (2012). Philosophy of Education for the Public Good: Five challenges and an agenda. Educational Philosophy and Theory, 44(6), 581-593.

11. Biggs, J. (2012). What the student does: teaching for enhanced learning, Higher Education Research & Development, 31(1), 39 - 55. DOI: 10.1080/07294360.2012.642839 Available at: https://doi.org/10.1080/07294360.2012.642839 (Accessed on 13 April 2018).

12. Biggs, J. (2003). Teaching for quality learning at university. Buckingham: The Open University Press.

13. Biggs, J. (1999). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 1 - 17.

14. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education 32, 347-364.

15. Bobby, C.L. (2014). The ABCs of building quality cultures for education in a global world. Paper presented at the International Conference on Quality Assurance, Bangkok, Thailand.

16. Boud, D. (1995). Assessment and learning: contradictory or complementary? in Knight, P. (Ed.). Assessment for Learning in Higher Education. London: Kogan Page, 35-48.

17. Bozalek, V. and Boughey, C. (2012). (Mis)framing Higher Education in South Africa. Social Policy & Administration, 46(6), 688 – 703.

18. Bracken, S. (2010). Discussing the Importance of Ontology and Epistemology Awareness in Practitioner Research. Worcester Journal of Learning and Teaching (4), 1 - 9.

19. Brockerhoff, L., Huisman, J. and Laufer, M. (2015). Quality in Higher Education: A Literature Review. Centre for Higher Education Governance, Ghent University, Belgium.

20. Brunstein, J., Walvoord, M.E. and Cunliff, E. (2021). Problem-posing in management classrooms for collective sustainability transformation. International Journal of Sustainability in Higher Education, 22(3), 477-496. https://doi.org/10.1108/IJSHE-05-2020-0141

21. Bullock, M. (2015). What makes a good teacher? Exploring student and teacher beliefs on good teaching. Rising Tide, 7(1), 1-30.

22. Canbay, O. and Beceren, S. (2012). Conceptions of Teaching Held by the Instructors in English Language Teaching Departments. Online Submission, 3(3), 71-81.

23. Carter, M.J. and Fuller, C. (2015). Symbolic interactionism. Sociopedia. isa, 1(1), 1-17.

24. Cenoz and Gorter, (2011). A Holistic Approach to Multilingual Education: Introduction. Modern Language Journal 95(3), 339 - 343.

25. Cochran-Smith, M. and Fries, M.K. (2001). Sticks, stones, and ideology: The discourse of reform in teacher education. Educational researcher, 30(8), 3-15.

26. Collins, J.B., Jarvis-Selinger, S. and Pratt, D.D. (2003). How do Perspectives on Teaching Vary Across Disciplinary Majors for Students Enrolled in Teacher Preparation? The University of British Columbia.

27. Cope, W. and Kalantzis, M. (2015). Assessment and Pedagogy in the Era of Machine-Mediated Learning. In Dragonas, T., Gergen, K.J., McNamee, S. and Tseliou, E. (Eds.). Education as Social Construction Contributions to Theory, Research and Practice. E-book. Ohio: Taos Institute Publications/WorldShare Books. Available at: http://sro.sussex.ac.uk/58626/1/__smbhome.uscs.susx.ac.uk_dm50_Desktop_Education_as_Social_Construction_2_f.pdf#page=376 (Accessed on 13 April 2018).

28. Degago, A.T. and Kaino, L.M. (2015). Towards student-centred conceptions of teaching: the case of four Ethiopian universities. Teaching in Higher Education, 20(5), 493-505.

29. DeLong, S. (2009). Teaching methods to encourage independent learning and thinking. New York: United States Military Academy.

30. de Sousa Santos, B. (2014). Epistemologies of the South: Justice Against Epistemicide. New York: Paradigm Publishers.

31. Di Biase, R. (2019). Moving beyond the teacher-centred/learner-centred dichotomy: implementing a structured model of active learning in the Maldives. Compare. A Journal of Comparative and International Education, 49(4), 565-583.

32. DinanThompson, M. (2009). Guide for (Re) Designing ‘Fit-For-Purpose’ Assessment Tasks. School of Education, James Cook University.

33. Dixon, H.R., Hawe, E. and Parr, J. (2011). Enacting Assessment for Learning: the beliefs practice nexus. Assessment in Education: Principles, Policy & Practice, 18(4), 365-379. DOI: 10.1080/0969594X.2010.526587

34. Durakoğlu, A. (2013). PAULO FREIRE’S PERCEPTION OF DIALOGUE-BASED EDUCATION. International Journal on New Trends in Education and Their Implications, 4(3), 102 - 107.

35. Egan, K. (2003). What is Curriculum? Journal of Canadian Association for Curriculum Studies, 1(1). 9-16.

36. Finlay, L. (2008). Reflecting on ‘Reflective practice’. Practice-based Professional Learning Centre, The Open University.

37. Follman, J. (1995). “Elementary Public School Pupil Ratings of Teacher Effectiveness.” Child Study Journal 25(1), 57–78.

38. Fraser, N. (2009. Scales of justice: Reimagining political space in a globalizing world. New York: Columbia University Press.

39. Fraser, S.P. and Bosanquet, A.M. (2006). The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education, 31(3), 269–284.

40. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

41. Freire, P. (2011). Ezilenlerin pedagojisi.(Translated by Dilek Hattatoğlu, Erol Özbek). İstanbul: Ayrıntı Yayınları.

42. Garrison, D. R. and Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge Farmer.

43. Gee, J.P. (1990). Social linguistics and literacies: Ideologies in discourses. London: Falmer.

44. Gibbs, G. (2010). Dimensions of Quality. York: The Higher Education Academy.

45. Ihejirika, C.I.C. (2017). A Constructivist Appraisal of Paulo Freire's Critique of Banking System of Education. European Journal of Educational and Development Psychology, 6(1), 1 - 13.

46. Indrawan, B. and Sumitra, I.D. (2019). Enterprise Architecture for Higher Education Using Enterprise Architecture Planning Based Three Pillars of Higher Education. In IOP Conference Series: Materials Science and Engineering, 662(3), p. 032030). IOP Publishing.

47. Istambul, M.R. (2019). The impact of i-performance in changing the work culture of lecturers to increase the productivity of three pillars (tri dharma) of higher education in Indonesia. Universal Journal of Educational Research, 7(4), 15-21.

48. Jackson, E. (2013). Choosing a Methodology: Philosophical Underpinning. Practitioner Research In Higher Education, University of Cumbria Vol 7(1), 49 - 62.

49. Jacobs, C. (2007). Towards a critical understanding of the teaching of discipline-specific academic literacies: making the tacit explicit. Journal of Education, 41, 59-81.

50. Jaffer, S., Ng'ambi, D., & Czerniewicz, L. (2007). The role of ICTs in higher education in South Africa: one strategy for addressing teaching and learning challenges. International Journal of Education and Development using ICT, 3(4). [Online] Available: http://ijedict.dec.uwi.edu/viewarticle.php?id=421. (Accessed on 10 June 2018).

51. Joseph, S. and Juwah, C. (2012). Using constructive alignment theory to develop nursing skills curricula. Nurse Education in Practice, 12, 52 – 59.

52. Kalantzis, M. and Cope, W. (2015). Learning and New Media. In Scott and Hargreaves (Eds) The SAGE Handbook of Learning. Los Angels: SAGE. [Online] Available at: http://neamathisi.com/_uploads/Kalantzis_and_Cope_Learning_and_New_Media_2015_(1).pdf (Accessed on 15 April 2018).

53. Kember, D. (1997). A reconceptualisation of the research into university academics' conceptions of teaching. Learning and instruction, 7(3), 255-275.

54. Larrivee, B. (2000). Transforming teaching practice: becoming the critically reflective teacher, Reflective Practice, 1(3), 293 - 307.

55. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. New York: Cambridge University Press.

56. Lewis, G., Jones, B. and Baker, C. (2012). Translanguaging: Developing its conceptualisation and contextualisation. Educational Research and Evaluation, 18(7), 1 - 16 .

57. Mayo, P. (2011). Gramsci, Freire ve yetişkin eğitimi. (Translated by Ahmet Duman). Ankara: Ütopya Yayınları.

58. Mikkola, M. (2015). Doing ontology and doing justice: What feminist philosophy can teach us about meta-metaphysics. Inquiry, 58(7-8), 780-805.

59. Mishra, P. and Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.

60. Moll, I. (2004). Curriculum responsiveness: The anatomy of a concept. In Griesel, H. (ed.), Curriculum Responsiveness Case Studies in Higher Education. Pretoria: South African Universities’ Vice-Chancellors’ Association (SAUVCA).

61. OECD. (2019). Education at a glance 2019: OECD indicators. Paris: OECD Publishing. https://doi.org/10.1787/f8d7880d-en. (Accessed on 21 October 2020).

62. Oleson, A. and Hora, M.T. (2013). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. High Educ, [Online] Available at: https://par.nsf.gov/servlets/purl/10013009 (Accessed on 22 March 2018).

63. Palmer, P.J. (1993). Good Talk about Good Teaching: Improving Teaching through Conversation and Community. Change, 25(6), 8 - 13.

64. Pratt, D.D. (2002). Good teaching: one size fits all? In Jovita RossGordon (Ed.) An Up-date on Teaching Theory, San Francisco: Jossey-Bass, Publishers.

65. Pratt, D.D. (1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger Publishing.

66. Pratt, D.D. (1992). Conceptions of teaching. Adult Education Quarterly, 42(4), 203 -220.

67. Pratt, D.D. and Associates (1998). Five Perspectives of Teaching in Adult and Higher Education. Malabar, Florida: Krieger Publishing.

68. Pratt, D.D. and Collins, J.B. (2000). The Perspectives Inventory: Developing and testing an instrument to assess teaching perspectives. Proceedings of the 41st Adult Education Research Conference, June, Vancouver, B.C.

69. Prensky, M. (2001). "Digital Natives, Digital Immigrants Part 1", On the Horizon, 9(5), 1 - 6.

70. Prisacariu, A. (2015). New Perspectives of Quality Assurance in European Higher Education. Procedia - Social and Behavioral Sciences, 180, 119 – 126.

71. Reddy, Y.M. and Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448. DOI:10.1080/02602930902862859

72. Salazar, M.D.C. (2013). A Humanising Pedagogy: Reinventing the Principles and Practice of Education as a Journey Toward Liberation. Review of Research in Education, 37, 121 - 148.

73. Saleh, S.E. (2013). Paulo Freire’s Philosophy on Contemporary Education (1921-1997). Agelat Zawia University Bulletin, 15(1), 91 - 110.

74. Samples, J.W. and Copeland, S.E. (2013). The universality of good teaching: A study of descriptors across disciplines. International Journal of Teaching and Learning in Higher Education, 25(2), 176-188.

75. Sawyer, K. (2015). A call to action: The challenges of creative teaching and learning. Teachers College Record, 117(10), 1-34.

76. Schindler, L., Puls-Elvidge, S., Welzant, H. and Crawford, L. (2015). Definitions of quality in higher education: A synthesis of the literature. Higher Learning Research Communications, 5(3), 3 - 13. Available at: http://dx.doi.org/10.18870/hlrc.v5i3.244 (Accessed on 15 April 2018).

77. Schon, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.

78. Segers, M. and Dochy, F. (1996). Quality Assurance in Higher Education: Theoretical Considerations and Empirical Evidence. Studies in Educational Evaluation, 22(2), 115-37.

79. Siemens, G. (2005). Connectivism: Learning as network-creation. ASTD Learning News, 10(1), 1-28.

80. Smit, B. and Fritz, E. (2008). “Understanding Teacher Identity from a Symbolic Interactionist Perspective: Two Ethnographic Narratives.” South African Journal of Education 28(1): 91–101.

81. Smith, C., Nerantzi, C. and Middleton, A. (2014). Promoting creativity in learning and teaching. UK: University Campus Suffolk, Manchester Metropolitan University, Sheffield Hallam University. [online]: Available at http://www.iced2014.se/proceedings/1120_Smith.pdf (Accessed on 26 August 2020).

82. Stark, J. and Lattuca, L. (1997). Shaping the college curriculum. Boston, MA: Allyn & Bacon.

83. Su, S-W. (2012). The Various Concepts of Curriculum and the Factors Involved in Curricula-making. Journal of Language Teaching and Research, 3(1), 153-158.

84. Tillema, H.H. (2000). Belief change towards self‐directed learning in student teachers: Immersion in practice or reflection on action. Teaching and Teacher Education, 16, 575–591.

85. Prosser, M. and Trigwell, K. (2017). Student learning and the experience of teaching. HERDSA Review of Higher Education, 4, 5-27.