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Ian Sadler is the Senior Teaching Fellow for the Faculty of Health and Life Sciences. He has contributed to academic development programmes at a range of Universities and is currently involved in research into development of academics conceptions of assessment. 2The role of self-confidence in learning to teach in higher education.The paper considers teacher self-confidence, which emerged as a theme within a wider study into the influences upon new academics' development as teachers over time. Three interviews took place, over a two-year period, with eleven new teachers from a range of higher education institutions and discipline areas. The first phase of analysis was the creation of detailed cases studies for three of the participants, of which one is reported in the current paper to illustrate the role of self-confidence in teacher development. The second phase used a thematic analysis of all interview transcripts. The new teachers' self-confidence appeared as a key influence in the use of teaching strategies that actively involved the students. Content knowledge and teaching skills were related to feelings of self-confidence, with experience being a key factor in the teachers' perceptions of their knowledge and skills. The findings hold implications for mangers to ensure new staff have as familiar and stable teaching schedule as possible and teacher developers to encourage dialogue and reflection in relation to the self-confidence and content knowledge of new teachers.

The current article provides a perspective on the day-to-day challenges that a group of new teachers experienced as they adopted more student-centred approaches to teaching. Three semi-structured interviews were conducted over two years with eleven new teachers from a range of higher education institutions and subject disciplines. The analysis used case studies, alongside a search for common themes, to provide fine-grained insights into the teachers' development. A main finding was that in using approaches that more actively involved the students, the teachers described challenges specific to their local contexts. In particular, the idiosyncrasy of the topic being taught was a key factor. The second finding was that regardless of the conception of teaching held, all teachers described challenges in translating this way of thinking into practice. Such data provide a useful resource for academic developers to open dialogue with new academics about the challenges they face in developing as teachers.3

The aim of the current investigation was to provide an insight into how new lecturers in higher education develop as teachers over time and to identify some of the main influences upon this development. A qualitative, longitudinal design with three semi-structured interviews over a two-year period was employed with eleven new teachers from a range of higher education institutions and settings. The analysis used case studies, alongside a thematic analysis, to provide fine-grained and idiosyncratic insights into the teachers' development. The principal finding from the current study was the identification that instances of interactions with students, acted as a core influence upon the new teachers' development. These instances appeared to provide the teachers with richer and fuller feedback about their teaching. This feedback supported their reflection and influenced the way in which they thought about teaching. Based on these findings it is suggested that teacher development could be enhanced by focussing upon specific instances of interactions with students as these instances provide specific and tangible moments that allow individuals to reflect upon and discuss their conceptions of teaching.Response to Reviewers: Thank you for the positive comments on the manuscript and the suggestions for how it can be enhanced. Based on the reviews comments I have identified the areas for revision below and indicated the nature and place of any modifications that have been made. Reviewer #2 Comment 2.1: It needs to be clear that 'development' is referring to longitudinal development Response: 'Over time' has been added to the first line of the Abstract. Comment 2.2: The reason given in the opening the paragraph for why there has been an increasing focus on professional development for academics -staff needing to become better teachers to respond to a diverse student group -is only one reason for this increasing focus. There are others (increased focus on quality, accountability etc) and these should be referred to.Response: The following sentence has been added to the opening paragraph (p.5): 'In parallel to this, increased attention has been paid to teaching and learning in higher education and a commitment to ensuring high standards (DfES 2003).' Comment 2.3: 2nd paragraph -'the number of broad models of teacher development' are mentioned but not stated in any way. There is a whole literature on academic development as a field of practice that has not been mentioned Response: It would seem beyond the scope of this article to state what these models were (the reader can go to the sources if required) or review the body of literature on academic development. The article is already at the word count limit.Comment 2.5: Typos -3rd paragraph 'There are investigations .' First paragraph, 2nd sentence -' .single participant who had a developed a Second paragraph -last sentence 'However less attentions has ..' Response: Corrections have been made on p5 & 6 Comment 2.6: The Pickering study is dismissed (or qualified) as it...

This paper reports a study into the development of staff understanding of assessment and assessment practice. Eight teachers from two universities constructed an initial concept map about assessment that was discussed in a one-to-one semi-structured interview. A year later a new map was created and the interview focused on change in thinking and practice. Multiple models of assessment were evident in the participants' understandings at the same time and change was characterised by subtle evolution in thinking. Development in practice was more significant and often associated with the foregrounding of assessment-for-learning. Vignettes are used to illustrate the variation in nature and scale of development. Interplay between this development of practice and understanding was multidirectional and external context played an important role. The approach offers detailed insight into the relationship between assessment thinking and practice and demonstrates that both research and academic development need to go beyond conventional approaches to conceptualising the development of academics and take account of the finer grained complexities of assessment thinking and practices.

Strategic operations planning process for manufacturers with a supply chain focus: concepts and a meat processing application Ian SadlerPeter Hines Article information:To cite this document: Ian SadlerPeter Hines, (2002),"Strategic operations planning process for manufacturers with a supply chain focus: concepts and a meat processing application", Supply

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