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Beschreibung
Reflective 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 edition includes discussion of:
- What is meant by 'agency'
- Gender, ethnicity, disability and university teaching
- Digital learning spaces and social media
- Teaching career development for academics
- Decolonising the curriculum
- Assessment and feedback practices
- Teaching excellence and 'learning gain'
- 2015 UN General Assembly 2030 Agenda for Sustainable Development
[...].uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.
- 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 edition includes discussion of:
- What is meant by 'agency'
- Gender, ethnicity, disability and university teaching
- Digital learning spaces and social media
- Teaching career development for academics
- Decolonising the curriculum
- Assessment and feedback practices
- Teaching excellence and 'learning gain'
- 2015 UN General Assembly 2030 Agenda for Sustainable Development
[...].uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.
Reflective 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 edition includes discussion of:
- What is meant by 'agency'
- Gender, ethnicity, disability and university teaching
- Digital learning spaces and social media
- Teaching career development for academics
- Decolonising the curriculum
- Assessment and feedback practices
- Teaching excellence and 'learning gain'
- 2015 UN General Assembly 2030 Agenda for Sustainable Development
[...].uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.
- 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 edition includes discussion of:
- What is meant by 'agency'
- Gender, ethnicity, disability and university teaching
- Digital learning spaces and social media
- Teaching career development for academics
- Decolonising the curriculum
- Assessment and feedback practices
- Teaching excellence and 'learning gain'
- 2015 UN General Assembly 2030 Agenda for Sustainable Development
[...].uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.
Über den Autor
Paul Ashwin is Professor of Higher Education at Lancaster University, UK.
The author team: David Boud (University of Technology, Sydney, Australia) | Kelly Coate (University of Sussex, UK) | Fiona Hallett (Edge Hill University, UK) | Gregory Light and Susanna Calkins (Northwestern University USA) | Kathy Luckett (University of Cape Town, South Africa) | Jan McArthur (Lancaster University, UK) | Iain McLaren and Michelle Tooher (National University of Ireland, Ireland) | Monica McLean (University of Nottingham, UK) | Velda McCune (University of Edinburgh, UK) | Katarina Mårtensson (Lund University, Sweden)
The author team: David Boud (University of Technology, Sydney, Australia) | Kelly Coate (University of Sussex, UK) | Fiona Hallett (Edge Hill University, UK) | Gregory Light and Susanna Calkins (Northwestern University USA) | Kathy Luckett (University of Cape Town, South Africa) | Jan McArthur (Lancaster University, UK) | Iain McLaren and Michelle Tooher (National University of Ireland, Ireland) | Monica McLean (University of Nottingham, UK) | Velda McCune (University of Edinburgh, UK) | Katarina Mårtensson (Lund University, Sweden)
Zusammenfassung
Includes how to use this book, case studies, activities, research briefings and annotated key readings throughout each chapter
Inhaltsverzeichnis
Preface
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
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
Details
| Erscheinungsjahr: | 2020 |
|---|---|
| Fachbereich: | Bildungswesen |
| Genre: | Erziehung & Bildung |
| Rubrik: | Sozialwissenschaften |
| Medium: | Taschenbuch |
| Inhalt: | Kartoniert / Broschiert |
| ISBN-13: | 9781350084667 |
| ISBN-10: | 1350084662 |
| Sprache: | Englisch |
| Einband: | Kartoniert / Broschiert |
| Autor: |
Ashwin, Paul
Boud, David Calkins, Susanna Coate, Kelly Hallett, Fiona Light, Greg Luckett, Kathy Mcarthur, Jan MacLaren, Iain Mclean, Monica McCune, Velda Mårtensson, Katarina Tooher, Michelle |
| Redaktion: |
Pollard, Amy
Pollard, Andrew |
| Auflage: | 2nd edition |
| Hersteller: | Taylor & Francis Ltd (Sales) |
| Maße: | 244 x 188 x 25 mm |
| Von/Mit: | Paul Ashwin (u. a.) |
| Erscheinungsdatum: | 20.02.2020 |
| Gewicht: | 0,93 kg |
Über den Autor
Paul Ashwin is Professor of Higher Education at Lancaster University, UK.
The author team: David Boud (University of Technology, Sydney, Australia) | Kelly Coate (University of Sussex, UK) | Fiona Hallett (Edge Hill University, UK) | Gregory Light and Susanna Calkins (Northwestern University USA) | Kathy Luckett (University of Cape Town, South Africa) | Jan McArthur (Lancaster University, UK) | Iain McLaren and Michelle Tooher (National University of Ireland, Ireland) | Monica McLean (University of Nottingham, UK) | Velda McCune (University of Edinburgh, UK) | Katarina Mårtensson (Lund University, Sweden)
The author team: David Boud (University of Technology, Sydney, Australia) | Kelly Coate (University of Sussex, UK) | Fiona Hallett (Edge Hill University, UK) | Gregory Light and Susanna Calkins (Northwestern University USA) | Kathy Luckett (University of Cape Town, South Africa) | Jan McArthur (Lancaster University, UK) | Iain McLaren and Michelle Tooher (National University of Ireland, Ireland) | Monica McLean (University of Nottingham, UK) | Velda McCune (University of Edinburgh, UK) | Katarina Mårtensson (Lund University, Sweden)
Zusammenfassung
Includes how to use this book, case studies, activities, research briefings and annotated key readings throughout each chapter
Inhaltsverzeichnis
Preface
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
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
Details
| Erscheinungsjahr: | 2020 |
|---|---|
| Fachbereich: | Bildungswesen |
| Genre: | Erziehung & Bildung |
| Rubrik: | Sozialwissenschaften |
| Medium: | Taschenbuch |
| Inhalt: | Kartoniert / Broschiert |
| ISBN-13: | 9781350084667 |
| ISBN-10: | 1350084662 |
| Sprache: | Englisch |
| Einband: | Kartoniert / Broschiert |
| Autor: |
Ashwin, Paul
Boud, David Calkins, Susanna Coate, Kelly Hallett, Fiona Light, Greg Luckett, Kathy Mcarthur, Jan MacLaren, Iain Mclean, Monica McCune, Velda Mårtensson, Katarina Tooher, Michelle |
| Redaktion: |
Pollard, Amy
Pollard, Andrew |
| Auflage: | 2nd edition |
| Hersteller: | Taylor & Francis Ltd (Sales) |
| Maße: | 244 x 188 x 25 mm |
| Von/Mit: | Paul Ashwin (u. a.) |
| Erscheinungsdatum: | 20.02.2020 |
| Gewicht: | 0,93 kg |
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