Description
Book SynopsisReflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of experts led by Paul Ashwin,
Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion - evidence-informed ''principle''s to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education In addition to new case studies from a wider variety of countries than ever before, this new editio
Trade ReviewIf I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force. * Times Higher Education (of the first edition) *
A popular and influential text. An impressive and newly constituted international team. A really up to date resource. Again, this book stands out from many others in this field. Although the book is rooted in very practical concerns, it takes its readership as a serious intellectual audience, and allows access to a field that recognises the complexity of what lecturers face. * Jenni Case, Professor, Virginia Polytechnic Institute and State University, USA *
An excellent resource for academic developers whose role it is to shape the kinds of academics who are able to respond to the legitimate learning needs of their diverse student body, to meet the challenges and demands of their disciplines and prepare students for a complex and unknowable future. * Lynn Quinn, Associate Professor, Rhodes University, South Africa *
A significant collaborative achievement with Paul Ashwin again marshalling an all-star international cast in a well-executed update to their seminal text on Reflective Teaching: a cutting-edge resource for teachers and researchers * Professor David Carless, Faculty of Education, University of Hong Kong, Hong Kong *
The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book’s strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda. * Tamsin Hinton-Smith, Senior Lecturer in Higher Education and Deputy Director of the Centre for Teaching and Learning Research, University of Sussex, UK *
Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education. * Jeannie Daniels, Senior Lecturer, University of West Scotland, UK *
I have found the previous edition of this book very helpful, with a good balance between the practical and theoretical components and some excellent critical evaluation of key concepts. The 2nd edition contains new content that adds both depth and breadth to the existing material. In particular, the discussions on diversity, decolonizing, digital learning and teaching excellence are all highly relevant in the current context. * Rachel Stone, Sheffield Hallam University, UK *
Table of ContentsPreface How to Use this Book Introduction
Part I: Becoming Reflective 1. Identity. Who are we, and who are our students? 2. Learning. How do students develop their understanding? 3. Reflection. How can we develop the quality of our teaching? 4. Principles. What are the foundations of effective teaching and learning?
Part II: Creating Conditions for Learning 5. Contexts. How do they shape us and how do we shape them? 6. Relationships. How are we getting on together? 7. Engagement. How does our engagement with teaching influence student learning? 8. Spaces. How are we creating environments for learning?
Part III: Teaching for Learning 9. Curriculum. What is to be taught and learned? 10. Planning. How are we implementing curricula? 11. Teaching. How can we develop strategies focused on student understanding? 12. Communication. How can we support learning through dialogue? 13. Assessment. How does it make a contribution to learning?
Part IV: Reflecting on Consequences 14. Quality. How are we monitoring and enhancing the quality of teaching and learning? 15. Inclusion. How are we enabling opportunities?
Part V: Deepening Understanding 16. Expertise. How do we develop a career-long fascination with teaching? 17. Professionalism. How does reflective teaching contribute to society? Reflective activities List of case studies, figures and research briefings Bibliography Index
