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Index

In: Threshold Concepts in the Moment

Dar Hadith al Hassania

Index

Index

Note: figure and table locators are in bold

Abdulwahed, M.

academic/educational developers

–

,

,

–

,

,

,

,

action poetry

,

Adam, B.

,

adaptive cycles

–

,

Adendorff, H.

affect

–

,

127

,

–

,

,

liminality and

–

,

136

,

,

–

loneliness

–

,

management of

,

,

negative

,

ontological shifts and

and pedagogy

–

in post-liminality

,

transition to HE and

–

anxiety

;

excitement

;

fear

;

frustration

agency, development of

,

,

Åkerlind, G.

,

,

Akkerman, S. F.

,

,

alterity

anticolonialism

anxiety

,

,

,

,

about technology

,

,

,

318

,

,

alleviation of

,

peer learning and

provocation of

spatial

student accounts of

–

,

–

Appling, J.

apprenticeships. see graduate apprentices/apprenticeships

architecture education

,

–

,

–

articulation

–

,

–

,

,

–

difficulties with

,

–

in liminality

,

–

,

,

of teaching values

–

Asad, T.

–

Ashwin, A.

assessment

,

–

ePortfolios

–

formative

,

journal writing

–

presentations

,

qualitative

–

quantitative

reflective writings

,

,

–

summative

,

as TC

,

264

,

265

–

TC s-based

–

Atherton, J.

Atherton, M. C.

Auden, W. H.

audience

–

authentic project method

–

,

–

,

391

autonomy

authentic learning and

–

development of

,

and motivation

–

,

secularism and

,

as TC

,

Badke, W.

Baer, A.

Baillie, C.

,

,

,

,

Bain, K.

,

Bair, H.

,

,

Bakhtin, M.

,

,

Bakker, A.

,

Ball, J. P.

,

Barlow, C. A.

Barnett, R.

,

,

,

Barradell, S.

–

,

–

,

,

,

,

,

,

Barrett, F. J.

–

Barrie, T.

Barton, G.

Bass, R.

,

,

beliefs

,

,

–

,

Bell, A.

Bennett, D.

Bennett, R. E.

Berg, M.

Bergin, S.

Bhabha, H. K.

Biesta, G.

,

,

,

biology

,

,

,

Bloo, R.

,

–

,

Bonner, J.

Booth, C.

Booth, S.

Boss, P.

boundaries

,

,

,

–

,

boundary objects

,

,

–

,

boundedness

,

,

,

337

,

mathematical proving and

,

–

Boyle, R. A.

bricolage

,

,

Brookfield, S.

,

Brown, B.

Brown, M.

Brown, M. E. L.

,

–

,

Bruce, C. S.

Buber, M.

burnout

–

,

,

–

,

Calduch, I.

,

Cambridge, D.

Cameron, L.

Campbell, J.

,

,

Candlin, C. N.

capability

,

,

,

,

,

capital, psychological

,

capstone courses

–

Carless, D.

Carmichael, P.

categorical shift

certainty

,

Chakrabarty, D.

change

,

,

,

–

,

,

–

,

–

conceptual

,

,

,

hero’s journey and

long-term

Charmaz, K.

chemistry

,

,

–

Chi, M. T.

Chick, N. L.

,

Chodron, P.

Choi, H. J.

Clark, I.

classics

,

Coates, H.

cognition, hot

,

,

collaboration

,

,

,

co-operative learning

–

,

,

employer-HEI

and graduate apprenticeships

–

group work

,

,

,

–

in health professions

,

interdisciplinary

,

,

with learners/students

,

,

,

,

in research

,

in teacher development

,

teacher-librarian

,

Collaborative Online International Learning.

Virtual Exchange

communities

,

,

,

,

,

,

communities of practice (CoPs)

,

,

,

interprofessionality and

,

MOOC s and

,

,

,

vs. networks of practice

New-to-Scholarship of Teaching and Learning

,

,

competencies

assessment of

,

in interpreting

,

,

,

365

,

–

learner/student judgment of

–

,

365

,

–

,

for online learning

provocative

,

threshold

complexity

–

,

,

–

,

–

,

epistemic

,

,

–

Conceição, S.

concepts

changes of

definitions

,

,

,

integral (IC s)

learners and

,

mapping

,

process of acquisition of

,

,

transformation

,

web of

,

confidence, learner

increase of

,

,

,

,

,

,

–

,

information literacy and

,

lack of

,

in liminality

,

,

,

,

,

,

secularism and

,

trustworthiness and

,

,

,

confidence, teacher

,

,

Conroy, J. C.

constructivism

–

,

176

Continuing Professional Development. see professional development

co-operative learning

–

,

,

CoPs. see communities of practice

Corrall, S.

,

counselling education

,

counterintuitiveness. see troublesomeness

course/curriculum design

–

,

,

–

collaboration in

–

,

–

for graduate apprenticeships

–

liminality and

–

secularism and

–

Cousin, G.

,

on oscillation in liminality

,

TC s teaching, work used in

transactional curriculum inquiry concept

,

–

on transformation

on troublesomeness

Cove, M.

COVID-19 pandemic

blended learning in

,

,

doctoral students, impact on

,

,

and scholarly teaching development model

–

SoTL work in

,

,

,

CPD. see professional development

Cranton, P. A.

creativity

–

,

–

,

,

,

,

,

Crichton, J.

Crilly, N.

criticality

–

,

,

,

as TC

,

264

,

265

,

–

Crookes, P. A.

,

D’Amour, D.

data collection

–

,

,

–

,

,

–

focus groups

,

,

interviews

,

,

–

,

,

,

–

,

–

journal writing

,

,

–

learner discourse

,

–

questionnaires

–

,

,

–

,

,

,

,

–

reflective writings

–

,

,

surveys

,

–

,

,

,

–

“thinking aloud”

Davies, J. P.

Davies, P.

,

,

Davis, B.

Davis, C.

Davis, R.

,

Deci, E. L.

,

,

‘Decoding the Disciplines’ methodology

–

,

425

decolonization

,

–

,

defamiliarization

,

,

defensiveness

,

,

degree apprenticeships

graduate apprentices/apprenticeships

Deleuze, G.

Delphi studies

,

,

,

,

,

de Sousa Santos, B.

,

De Swart, H.

De Villiers, M.

,

Dewey, J.

,

difference

,

,

,

–

,

–

individual

,

–

,

–

and methodology

difficulty. see troublesomeness

disciplinary epistemes

,

disciplinary gaze

disciplines

liminality and

–

and positivist/constructivist paradigms

,

sense of belonging to

and TC s conceptualization

–

TC s informed by

TC s variety in

and teacher identity

,

traditions

–

discursiveness

337

,

–

mathematical proving and

,

–

mediating artefacts and

,

TCFS, introduction to

trustworthiness and

,

,

discussion

,

,

about SoTL

,

feedback through

–

of teaching

,

,

,

distance learning

,

diversity

,

,

,

,

,

,

D’Mello, S.

Doctorow, E. L.

Douglas, M.

Dunn, M. J.

Durkheim, E.

DuRose, L.

earth/environmental sciences

,

,

,

Easdown, D.

economics education

–

EDI (equality, diversity and inclusion)

,

,

educational developers see academic/educational developers

,

,

,

educational research field

–

Edwards, G.

Eliade, M.

,

ELT. see English Language Teaching

Embedding Threshold Concepts (ETC)

employers

–

,

,

,

,

engagement

learner

,

,

,

,

,

,

,

teacher

,

,

Engeström, R.

Engeström, Y.

English Language Teaching (ELT)

–

,

–

‘native speaker’ ideal

,

Entwistle, N.

epistemes, threshold

,

,

,

–

epistemic shifts

,

and self-determination theory

,

,

365

,

student accounts of

,

,

,

epistemic stance

in doctoral studies

–

,

–

secularism and

,

of teachers

,

epistemic violence/epistemicide

,

,

,

epistemology

,

,

–

complexity of

,

disciplinary

vs. ontology

,

,

,

,

rupture of

and understanding

visibility of

,

ePortfolios

–

equality

,

,

equality, diversity and inclusion (EDI)

,

,

ETC (Embedding Threshold Concepts)

evidence

–

,

excitement

,

–

in adaptive cycle model

competency and

,

in liminality

,

127

,

,

in pre-liminality

exclusion

,

–

expertise

,

,

,

,

,

,

,

,

,

,

Eynon, B.

,

,

facilitation, vs. teaching

faculty. see professional development ; see teachers

failure

–

constructions of

,

,

definition

–

fear of

identity and

,

–

as ‘native informant’

,

,

–

productive of learning

,

,

as TC

,

Fanghanel, J.

fear

,

of failure

,

,

liminality and

,

,

,

overcoming

,

student accounts of

–

,

,

,

,

,

feedback

in group settings

,

from learners/students

,

127

,

,

from peers

–

from staff

through conference discussions

–

workplace

Felten, P.

,

,

,

,

Fetters, M. D.

Filiatrault, A.

Flanagan, M. T.

,

,

“flipped” classroom

,

floating signifier problem

,

focus groups

,

,

Folk, A.

Fortune, T.

,

,

,

,

Framework for Information Literacy for Higher Education (ACRL)

,

,

,

,

Freire, P.

Freshwater, D.

Fricker, M.

n4

Fuzzard, R.

Gadamer, H.-G.

Gale, T.

Gambino, L. M.

,

,

Garrison, J.

,

Geiger, J.-M.

Gibbons, M.

Giesen, B.

Gilmore, A.

goals

,

,

,

,

,

graduate apprentices/apprenticeships (GA)

–

graduate apprenticeship programmes (GAP s)

,

Gray, J.

Gray, L.

,

Green, J. H.

Griesemer, J. R.

,

Grosslight, L.

group settings

,

,

,

–

feedback in

,

safety in

,

,

,

,

trustworthiness in

,

,

,

group work

,

,

,

–

Guattari, F.

Guba, E. G.

Gunderson, L. H.

Hanick, S. L.

Hanna, G.

Hardesty, L.

Harland, T.

Hartnell-Young, E.

,

Harwood, W.

Hawkins, B.

health professions

–

liminality in

,

TC s in

–

Hendrawati, R.

hero’s journey

–

,

141

,

,

–

higher education (HE)

secularism and

–

,

,

transition to

–

value of

–

,

,

Hill, S.

,

Hofer, A. R.

Holland, K.

Holling, C. S.

hooks, b.

Hopmann, S.

Hubert, D.

Hurlock, D.

Huston, T.

Hutchings, P.

Hyde, L.

IC s (integral concepts)

identification

consensus

,

diversity of stakeholders’ voices in

,

,

shifts of

,

identification problem

–

identity, learner/student

development of

,

disciplinary

ePortfolios and

,

,

,

,

fragmented

,

in liminality

online learning and

,

in post-liminality

,

shifts of

,

,

165

,

,

,

,

–

,

,

as TC

–

and work-based learning

,

identity, professional

development of

,

–

disciplinary

,

ePortfolios and

failure and

,

–

formation

–

in health professions

–

liminality and

,

of researchers

,

,

,

,

shifts of

,

of teachers

,

,

,

,

,

–

,

–

transition to

–

,

–

,

391

,

,

values and

,

imposter syndrome

,

inclusion

,

,

,

,

incommensurability

,

,

incorporation

,

,

,

,

individuality

–

,

,

,

,

,

–

inequalities

,

,

,

,

information literacy (IL)

–

perceptions of

,

skills

,

,

–

TC s in

,

,

–

,

425

teacher development in

,

–

,

424

,

425

information vs. transformation

,

Initial Teacher Education (ITE)

–

innovation

,

integral concepts (IC s)

integration

of knowledge

learner/student perception of

mathematical proving and

,

–

online student identity and

337

of research methods

,

,

secularism and

interdisciplinarity

,

,

,

,

,

,

boundaries and

,

and learning

,

TC s mastery, support for

–

,

299

,

in teacher development

,

value of

interiority

internationalization

,

internationalization at home (IoH)

,

,

,

,

interpreting

–

competencies in

,

,

,

365

,

–

interprofessional education (IPE)

,

,

,

interprofessionality

,

as TC

–

,

441

irreversibility

,

,

mathematical proving and

,

,

–

online student identity and

338

and scholarly teaching

secularism and

Irvine, N.

ITE. see Initial Teacher Education

Jacobson, H.

Jahnke, H. N.

James, A.

Jarrett, K.

Johnston, B.

,

journeys

,

–

hero’s

,

–

,

141

,

,

–

learner/student

,

,

158

,

towards scholarly teaching

,

–

,

401

,

404

Joyes, G.

,

Juan, A. A.

Julien, H.

Kanuka, H.

,

Kapur, M.

Kärkkäinen, M.

Kegan, Robert

,

,

Kelly, N.

–

Keymaker metaphor

,

Kezar, A.

,

Khan, S.

,

Kinchin, I.

,

Kiraly, D.

Knight, P. T.

,

knowledge

abyssal lines in

,

,

acquisition

,

complexity of

dissatisfaction with

diverse perspectives on

expert

,

,

,

,

,

,

lack of

Mode 1/Mode 2 (Gibbons)

pedagogy and

,

reproduction, vs. construction

rupture of

tacit

,

,

,

troublesome

,

,

–

unproblematic

knowledgeability

knowledge structures

–

Kolar, C.

Koopmans, M.

,

Kreber, C.

,

Kuh, G.

Kuhn, T.

,

n2

Kumar, V.

–

Kynigos, C.

labyrinths

–

,

,

Lacković, N.

,

Land, R.

,

,

on boundaries

–

on discursiveness

TC s critiques, response to

–

TC s definitions

,

,

,

,

–

,

,

,

,

,

on TC s as brand

,

and TC s development

,

TC s origins

TC s qualities

on troublesomeness

,

landscapes

,

landscapes of practice (LoPs)

,

,

language

conceptual discourse

,

disciplinary

English

,

learners/students, spoken by

,

–

,

315

pedagogical

,

reducing demands of

–

terminology

,

,

,

English Language Teaching

;

interpreting

Lave, J.

leadership

,

Leahy, R. L.

learner/student experience

,

–

,

–

,

,

affective

,

of liminality

,

,

,

,

,

–

,

,

,

,

,

learners/students

,

,

–

,

,

adult/older

–

as co-creators

collaboration with

,

,

,

,

doctoral

–

empowering of

,

first semester

,

–

identification problem

,

learner discourse

,

,

learning, perception of

,

mathematical proving and

,

–

in pre-liminality

–

TC s, identification of

,

,

,

–

,

295

–

297

TC s, narration of

,

TC s, perception of

,

,

–

uncertainty tolerance

value of education, understanding of

–

autonomy

;

identity, learner/student

;

journeys

;

motivation

learning

about learning

,

context/environment for

–

,

,

–

evidence-informed

failure and

,

,

individual

,

,

–

informal

,

and interdisciplinarity

,

learner-centred

metaphors for

,

mixed methods framework

–

,

student-directed

of teachers

transformative

work-based

–

project-based learning

learning bottlenecks

,

,

,

,

,

425

learning models

,

learning outcomes

,

,

,

,

,

,

,

–

,

,

learning preconditions

,

,

,

–

learning processes

,

,

learning strategies

,

,

196

,

,

Lee, N.

Lehman, R. M.

Leidl, D. M.

,

Lester, J.

,

Lewis, L.

librarians and librarianship

,

–

,

Light, G.

liminality

assessment and

,

and concept transformation

,

definitions

,

,

,

disciplines and

–

,

,

embracing

,

,

,

,

179

embracing liminality as TC

,

in healthcare education

,

and identity

,

,

336

and information literacy

,

learner/student experience of

,

,

,

,

,

–

,

,

,

,

,

learner/student understanding of

,

localization of

,

meaning-making and

,

,

mediating artefacts and

,

,

–

,

of online space

–

oscillation in

,

,

,

,

,

,

pedagogy of

,

,

,

,

,

peer learning and

,

,

post-liminality

,

–

,

–

pre-liminality

,

,

,

,

,

reflectiveneness and

,

and scholarly teaching

,

–

,

,

scholarship on

in simultaneities

–

space of

,

–

,

,

,

137

spatial patterns of

,

,

–

survival strategies for

teacher experience of

–

,

,

,

–

teaching in

–

,

,

thinking with

,

,

transition to HE and

,

in translator education

,

,

,

troublesomeness of

–

trustworthiness and

,

uncertainty and

,

value of

Lincoln, Y. S.

literacy

,

digital

media

,

,

–

information literacy

Lithgow, K.

lockdowns

,

LoPs. see landscapes of practice

Loton, D. J.

Lotter, C.

Lucas, U.

Macfarlane, B.

Mac Giolla Rí, D.

,

Male, S. A.

Malesic, J.

Mangan, J.

Marquis, E.

,

Mårtensson, K.

Martin, J. M.

Martindale, L.

,

Marton, F.

,

Marx, R. W.

Massive Open Online Courses (MOOC s)

–

,

,

,

Masuzawa, Tomoko

mathematics

,

–

,

,

–

Matsumoto, Y.

mazes

–

,

,

McClurg, C.

,

McCormick, R.

,

McGuinness, C.

McGuire, S. Y.

Mckenzie, J. A.

,

McLean, N.

McTighe, J.

meaning-making

,

,

,

,

,

,

media literacy

,

,

,

medical education

mental health

,

mentoring

–

Mesirow, J.

metacognition

,

,

metaphors

ambiguity of

,

,

labyrinths

for learning

,

rhizomes

,

for teaching

,

479

of thresholds

methodology. see research methodology

Meulemans, Y. N.

Meyer, J. H. F.

,

on boundaries

–

on discursiveness

TC s critiques, response to

–

TC s definitions

,

,

,

,

–

,

,

,

,

and TC s development

,

TC s origins

TC s qualities

on transformation

on troublesomeness

,

Mezirow, J.

Michell, M.

Middendorf, J.

,

,

Miller, S. D.

,

mimicry

,

,

,

,

,

,

Mladenovic, R.

models

–

learning

mental

Molina-Azorin, J. F.

MOOC s. see Massive Open Online Courses

Moorhouse, B. L.

Moroney, D.

motivating questions

,

motivation

,

,

,

,

,

363

Mueller, R.

,

,

multiculturality

,

,

multidisciplinarity

Murphy, G.

networks of practice

–

Neve, H.

,

Ney, S.

Nicola-Richmond, K.

,

,

Nolan, M.

Novak, J. D.

numeracy

Oandason, I.

objectivity

,

O’Donnell, R. M.

,

,

O’Leary, M.

Olsen, Bjørnar

Oman

–

online learning

,

,

,

–

engagement and

learner critique of

,

learner/student identity and

–

liminality in

–

and peer learning

synchronous/asynchronous

as TC

–

teaching, impact on

,

transitions into

–

troublesomeness and

,

,

Massive Open Online Courses

;

Virtual Exchange

ontological shifts

,

,

,

in health professions

,

,

and self-determination theory

,

,

365

,

student accounts of

,

ontological stance

–

ontology

,

,

,

,

,

Orsini-Jones, M. C.

Orwell, G.

oscillation, liminal

,

,

,

,

,

,

Osmond, J.

otherness

outcomes

learning

,

,

,

,

,

,

,

–

,

,

personal

,

,

Pace, D.

,

,

Pang, M. F.

Park, E. J.

Park, J.-H.

Parker, S.

Park Nelson, F.

,

,

partnership. see collaboration

Patton, M. Q.

,

Peachey, A.

pedagogy

and affect

–

boundary objects and

,

of capstone courses

–

collaborative

co-operative learning

–

,

,

critical reflection on

and disciplinary knowledge

,

of ePortfolios

,

–

knowledge and

,

language of

,

learning/teaching orientations

363

,

of liminality

,

,

,

,

,

motivation and

and online learning

,

of the question

,

recognized approaches

reflective

,

of risk

semiotic

of trustworthiness

of uncertainty tolerance

,

,

peer learning

–

,

,

,

–

Pelnar, H.

performance

,

,

,

376

Perkins, D.

,

,

Perrenet, J.

,

,

Peseta, T.

phenomena

,

,

,

,

,

,

physics

–

,

–

Pintrich, P. R.

positivism

–

,

176

,

pre-concepts

presumptions, tacit

productivity, lack of

,

professional development

collaboration in

,

in doctoral studies

–

for ePortfolio use

,

on information literacy

,

,

–

,

424

,

425

interdisciplinarity in

,

liminality and

,

in SoTL

–

TC s, utility in

,

professional identity. see identity, professional

project-based learning

–

authentic project method

–

,

–

,

391

proof

–

proving, mathematical

–

,

280

purpose

–

Quality Assurance Agency (QAA), Subject Benchmark Statements (SBS)

–

Quinlan, K. M.

,

randomness

,

Rattray, J.

,

Reale, M.

realism

critical

naive

,

‘real-world’ projects

,

,

,

,

–

,

391

‘real-world’ questions

,

,

,

,

reconstitution

,

,

,

337

Reeping, D.

,

reflectiveneness

,

,

,

,

,

,

,

462

‘Decoding the Disciplines’ methodology

–

in ELT education

ePortfolios and

,

in information literacy

in learners/students

,

–

,

,

in mathematics

–

metareflection

pedagogic

,

of teachers

,

,

,

troublesomeness of

uncertainty tolerance and

reflexivity

,

,

,

,

religion

,

,

,

–

religious studies

–

research methodology

,

,

,

,

–

action research

–

bracketing

content analysis

integration of

,

,

Interactive Qualitative Analysis (IQA)

–

Interpretative Phenomenological Analysis (IPA)

,

jazz

,

phenomenography

,

,

,

,

–

,

440

positionality

qualitative analysis

,

,

,

,

,

,

quantitative analysis

,

,

,

rhizomatic analysis

,

for SoTL

,

Systems Influence Diagram (SID)

,

158

,

,

Transactional Curriculum Inquiry (Cousin)

,

–

transparency

,

data collection

;

evidence

resilience

,

,

Riley, D.

Ring, G. L.

Risjord, M.

rites

,

of passage

–

,

Rock, F. E.

Rodger, S.

Ross, P. M.

,

Rowbottom, D. P.

,

,

Rowland, S.

Roxå, T.

Ryan, R. M.

,

,

safety

,

,

–

,

Salwén, H.

,

Sankofa (Adinkra symbol)

,

479

Saudi Arabia

Savin-Baden, M.

,

,

,

,

,

,

scale

,

Scholarship of Teaching and Learning (SoTL)

–

,

,

,

,

institutional support for

,

SoTL in Action workbook

–

,

,

TC s and

,

,

Scholarship of Teaching and Learning (SoTL) in Action Program

,

Scholtz, K.

Schön, D. A.

Schwartzman, L.

,

,

,

,

,

,

,

,

science education

biology

,

,

,

chemistry

,

,

,

earth/environmental sciences

,

,

–

,

,

medical education

physics

–

,

–

Scully, D.

secularism

–

challenges to

,

characteristics of

,

in QAA Subject Benchmark Statements (SBS)

–

in universities

–

valorization of

,

secularization

,

Seeber, B. K.

Seleskovitch, D.

,

self, shifts of

,

,

,

,

self-awareness

self-belief

,

self-determination theory (SDT)

,

–

,

363

self-doubt

Semetsky, I.

Sender, T.

separation

,

,

,

,

,

Serbanescu, R.

Sfard, A.

,

Sfintes, A. I.

Shinners-Kennedy, D.

,

Shklovsky, V.

Shopkow, L.

Shulman, L. S.

,

,

,

Simmons, N.

,

simultaneities

–

situatedness

–

,

,

skills

information literacy

,

,

–

threshold

,

,

,

Skjoldager-Nilsen, K.

space

landscapes of TC s

–

liminal

,

–

,

,

,

137

online

,

real

ritual

–

sacred/spiritual

,

strategic terrains

,

Third Space

,

,

,

spatiality patterns in liminality

–

Springfield, E. A.

Stacey, G.

staff. see teachers

staff-student ratios

Star, S. L.

,

Stebelton, M. J.

Sterk, H.

,

Stewart, M.

Stopford, R.

,

strangemaking

,

,

Strawser, M. G.

Strunk, G.

stuckness

,

,

,

,

–

,

,

,

student experience. see learner/student experience

students. see learners/students

Subject Benchmark Statements (SBS). see Quality Assurance Agency

subjectivity

–

,

–

,

Sutherland, K. A.

,

,

–

Szakolczai, Arpad

,

,

taxonomy, learning

,

176

Taylor, C. E.

,

,

,

TCF s. see threshold concepts frameworks

TC s. see threshold concepts

TCPh. see threshold concepts phenomenon

teacher education

–

,

245

ELT

–

,

–

online learning competencies

in science disciplines

–

teachers

affect and

,

,

burnout

,

,

ePortfolios and

–

isolation of

,

,

in liminality

–

,

,

,

–

in pre-liminality

,

professional identity

,

,

,

,

,

,

,

–

reflectiveneness of

,

,

,

scholarly

–

,

401

,

404

workload

,

,

,

professional development

teaching

alterity/otherness in

classroom management

,

,

264

,

265

,

–

,

266

constraints on

,

evidence-informed

vs. facilitation

learner-centred

–

methods

,

,

265

,

–

mixed methods framework

–

,

online learning, impact on

,

presence

recognized approaches

research-informed

restrained

staff (non)-discussion of

,

,

,

strategies for

student-centred instruction

,

–

252

uncertainty tolerance, developed by

,

–

,

196

,

,

teamwork

,

,

,

,

technology

in English language teaching

,

,

318

learning bottlenecks

,

,

,

and mathematics teaching

–

,

461

,

462

information literacy

;

online learning

telecollaboration. see Virtual Exchange

temporality

–

cyclicality

–

of liminality

time, lack of

,

,

testimonial injustice

,

theology/religious studies

–

Thomassen, B.

–

,

Thompson, R.

threshold capabilities

threshold competences

threshold concepts (TC s)

abstract ideas as

adaptive cycles and

antagonistic

,

characteristics of

,

,

,

,

,

,

,

context-oriented

,

critique of

–

,

,

,

–

,

,

definitions

,

,

–

,

,

,

–

,

,

,

,

dynamic

,

ePortfolios and

–

experiential

–

first- and second-order typology

,

,

general vs. individual

identification

–

,

,

,

,

–

,

–

,

263

,

264

,

265

learner/student identification of

,

,

,

–

,

295

,

,

297

learner/student perception of

,

,

–

mapping

metadisciplinary

models of

pan-disciplinary

potential

,

representation of

,

resilience

in scholarly teaching

–

,

401

,

404

in science disciplines

–

student-centred instruction

,

–

252

as TC

,

and teacher identity formation

troublesome effect of

,

,

trustworthiness as

–

,

,

uncertainty and

,

,

,

threshold concepts frameworks (TCF s)

,

,

,

,

,

,

adaptive cycles and

boundaries in

,

as brand

critique of

learner/student understanding of

–

learners/students taught to use

–

non-linearity of

potential

,

utility of

,

threshold concepts phenomenon (TCPh)

–

,

,

–

threshold connections

Threshold Connections Project

,

threshold epistemes

,

,

,

–

‘threshold rhizome’ (TR)

,

thresholds

as architectural space

,

internet devices as

location of

metaphors of

,

,

threshold skills

,

,

,

Tierney, A. M.

,

,

,

TILT. see Transparency in Learning and Teaching

time. see temporality

timescapes

–

Timmermans, J. A.

–

,

–

,

,

Tippett, M.

Todd, S.

Townsend, L.

,

transdisciplinarity

,

,

,

transformation

,

,

,

,

,

,

,

,

376

and affect

cognitive

–

,

,

,

165

of concepts

,

definitions

dimensions of

–

,

165

vs. information

,

interprofessionality and

–

learner/student perception of

,

,

,

and liminality

mathematical proving and

,

,

,

–

metacognitive

,

,

,

165

,

online student identity and

–

,

336

in post-liminal phase

process of

,

,

165

,

professional identity and

reading and

,

secularism and

–

study of

,

in teacher education

,

unexpected

transformativeness

,

–

transitions

assessment of

into HE

–

of identity

–

,

–

,

391

,

,

into online learning

–

into post-liminal stage

rites of passage and

,

threshold

translator education

–

,

391

authentic project method

,

,

–

liminality in

,

trustworthiness and

–

Transparency in Learning and Teaching (TILT) framework

,

trickster figure

,

Tronson, D. A.

troublesomeness

,

,

,

,

,

,

,

affect and

artefacts, mediated by

–

in authentic projects

,

comfort with

criticality as

–

digital technology and

,

,

318

in health professions

,

and information literacy

,

–

of interprofessionality

,

of knowledge

,

,

–

learner/student perception of

,

mathematical proving and

,

,

online learning and

,

,

336

of reflectiveneness

and scholarly teaching

–

,

–

,

404

scholarship on

,

and simultaneities

–

of TC s

,

,

in teacher education

,

,

‘threshold rhizome’ and

value of

trust

,

,

loss of

,

,

professionalism and

,

trustworthiness

–

,

–

,

391

in group settings

,

,

,

learner/student judgment of

,

in research

truth

,

truth claims

,

,

,

,

Tse, C.

Turner, V.

,

,

liminality definition

,

,

,

pre-liminality definition

Turpin, M.

tutorials

–

,

,

–

uncertainty

–

,

acceptance of

,

,

,

200

in COVID-19 pandemic

experimental

in health professions

human element

,

,

191

,

,

intellectualization

,

,

193

moderation of

–

in online learning

–

operationalization

,

,

,

,

200

,

predictive modelling

,

,

,

,

200

in science disciplines

,

sectoral management, variation in

,

,

200

,

,

TC s, characteristic of

,

and troublesome knowledge

–

trust and

,

in workplace

,

–

,

,

,

200

uncertainty tolerance (UT)

–

‘underlying game’ concept

–

understanding

,

contextual

–

and epistemology

limitations of

refusal of challenge to

,

sympathetic

–

universities/higher education institutions (HEI s)

employer collaborations

and graduate apprenticeships

–

secularism and

–

and teacher identity formation

–

vagueness

,

,

value

of education

–

,

,

professional

,

values

,

,

,

failure and

–

teaching

–

Van Asch, B.

Van Dalen, D.

van Gennep, A.

,

,

,

,

,

,

Van-Gulik-Gulikers, I.

Van Hiele, P.

van Lankveld, T.

variation in learning

–

VE. see Virtual Exchange

verbalization

,

,

Virtual Exchange (VE)

–

,

,

,

,

visual arts

–

visualization

,

Vogler, C.

141

,

,

,

,

150

Vygotsky, L. S.

,

,

,

Watson, C. E.

WBL (work-based learning)

–

Webb, A. S.

–

,

Webber, S.

,

Webster-Wright, A.

Weller, S.

,

Wenger-Trayner, B.

,

,

Wenger-Trayner, E.

–

,

,

,

Westley, Frances

Westphal, M.

White, B. A.

,

Wiggins, G.

Winkelmes, M.

work-based learning (WBL)

–

Wright, A. L.

Zwaneveld, B.

,

,

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Threshold Concepts in the Moment

Series: Educational Futures, Volume: 77

Cover Threshold Concepts in the Moment

E-Book ISBN:: 9789004680661

Publisher:: Brill

Print Publication Date:: 18 Apr 2024

Subjects
- Education
  - General

Front Matter

Back Matter

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