Reflective teaching in higher education /
By: Ashwin, Paul
Title By: Boud, David | Coate, Kelly | Hallett, Fiona | Keane, Elaine | Krause, Kerri-Lee | Leibowitz, Brenda | MacLaren, Iain | McArthur, Jan | McCune, Velda | Tooher, Michelle
Material type:
BookSeries: Reflective teaching.Publisher: London : Bloomsbury, 2015.Description: xiv, 416 p. : ill. ; 25 cm.ISBN: 978-1441197559Subject(s): College teaching | Reflective teaching | EDUCATION / Professional Development | EDUCATION / ResearchDDC classification: 378.125 Online resources: Location Map | Item type | Home library | Call number | Status | Date due | Barcode | Item holds |
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| REGULAR | University of Wollongong in Dubai Main Collection | 378.125 AS RE (Browse shelf) | Available | T0017939 |
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| 378.12 SV MC McKeachie's teaching tips : | 378.12 WI GO The good supervisor : | 378.125 AS AZ An A-Z of creative teaching in higher education | 378.125 AS RE Reflective teaching in higher education / | 378.125 BE SL The slow professor : | 378.125 BI TE Teaching for quality learning at university : | 378.125 BI TE Teaching for quality learning at university : |
Preface. Introduction. Part I: Becoming Reflective1. Identity. Who are we, and what do we stand for?2. Learning. How can we understand learner development?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 Learning5. Contexts. What is, and what might be?6. Relationships. How are we getting on together?7. Engagement. How are we preparing for teaching?8. Spaces. How are we creating environments for learning?Part III: Teaching for Learning9. Curriculum. What is to be taught and learned?10. Planning. How are we implementing the curriculum?11. Teaching. How can we develop effective strategies?12. Communication. How can we support learning through dialogue?13. Assessment. How are we providing feedback for learning?Part IV: Reflecting on Consequences14. Consequences15. Quality. How are we evaluating student learning experiences?16. Inclusion. How are we enabling opportunities?Part V: Deepening Understanding17. Expertise. Conceptual career long fascination18. Professionalism. How does reflective teaching contribute to society? References. Index.
Reflective Teaching in Higher Education supports both those at the start of an academic career, whether as part of a structured programme, an individual accreditation route, or a personal interest in teaching, and extended career-long professionalism for all those teaching in the higher education sector.This innovative book offers two levels of support:- Comprehensive and accessible guidance on key issues in higher.