Reflective Teaching in Higher Education

Reflective Teaching in Higher Education Author Paul Ashwin
ISBN-10 9781441147233
Release 2015-02-26
Pages 416
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Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. 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 higher education 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; and - evidence-informed 'principles' 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. Case studies, activities, research briefings and annotated key readings are provided throughout. The author team: Paul Ashwin (Lancaster University, UK) | David Boud (University of Technology, Sydney, Australia) | Kelly Coate (King's Learning Institute, King's College London, UK) | Fiona Hallett (Edge Hill University, UK) | Elaine Keane (National University of Ireland, Galway, Ireland) | Kerri-Lee Krause (Victoria University, Melbourne, Australia) | Brenda Leibowitz (University of Johannesburg, South Africa) | Iain MacLaren (National University of Ireland, Galway, Ireland) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Michelle Tooher National University of Ireland, Galway, Ireland) This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education. Reflective Teaching in Higher Education and its website, www.reflectiveteaching.co.uk, promote the expertise of teaching within higher education.



Learning and Teaching in Higher Education

Learning and Teaching in Higher Education Author Greg Light
ISBN-10 1446243761
Release 2009-05-13
Pages 360
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'This book provides teachers in higher education with what they need - a compelling framework for improving student learning. It combines a comprehensive synthesis of the latest research on learning and teaching with practical strategies for implementing it in their classrooms' - Professor Ken Bain, Author of What the Best College Teachers Do, Vice Provost for Instruction, Montclair State University Praise for the First Edition: `For too long we have waited for a book that brings together the best contemporary thinking about learning and teaching and that connects with academics' everyday teaching practice in an engaging way. At last, in this book, we have it' - Ronald Barnett, Institute of Education, University of London Worldwide, higher and professional education services are challenged by increased student numbers and diversity, tougher demands for professional accountability, increasing calls for educational relevance and thinning resources. This new edition addresses key issues in the practice and theory of teaching and learning in the sector and includes fully updated discussions of: - the professional in academic practice - mentoring - teaching with technology - the relationship between learning objectives, outcomes and assessment - the novice teacher The authors draw on theory, practice and current research to provide a new way of thinking about the many aspects of learning and teaching in higher education, enabling readers to reflect critically on their teaching. They also propose a model for continuous professional development appropriate to the higher education academic community. Learning & Teaching in Higher Education: The Reflective Professional is for lecturers, researchers, staff developers and others involved in teaching in higher and professional education. Greg Light is Director of the Searle Center for Teaching Excellence and an associate professor in the School of Education and Social Policy at Northwestern University, Chicago. Roy Cox was a visiting academic at the University of London where he helped establish one of the first centres for learning and teaching in higher education in the world. Susanna Calkins is Associate Director for Faculty development at the Searle Center for Teaching Excellence.



The Reflective Spin

The Reflective Spin Author Ai-Yen Chen
ISBN-10 9789814493789
Release 2000-02-01
Pages 388
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The new millennium brings with it new challenges and possibilities. A globalised world in which education will be the key to cross-national relations necessitates a fundamental understanding of the way education is practised in different cultures across the world. The Reflective Spin is the first book of its kind — about university teachers, about professionals sharing their experiences in improving learning and teaching practices. The writers of the cases generously share their concerns, struggles, knowledge and insights as they examine the values, assumptions, presuppositions and perspectives about learning and teaching in higher education. Readers will benefit from this sharing of a new reflective experience in a multi-layered, multi-faceted and multi-perspective context. Contents:Preface to the Reflective Spin (S Gopinathan)Dialogue: How to Reflect in a Group (E H Schein)Landscaping the Reflective Spin (A-Y Chen)Perspectives and Contexts of Reflection:Reflecting on the Reflective Practitioners (R Pring)Storying and Restorying Ourselves: Narrative and Reflection (D J Clandinin & F M Conelly)Case Studies: Why, Now, More Than Ever, Cases Are Important (J Van Maanen)The Contexts that Transform Learning (A-Y Chen & J James)Reflecting on Self and Text:Confession of a Recovering Classroom Talking Addict (L Schmier)Teacher Knowledge and Classroom Teaching (A Watson)Embedding Chinese Classical Ideas in a Business Law Course (S-L Loi & J Teo)Cross-Cultural Reading: The Case of King Lear (K Singh)Learning in Community:Teacher Perspectives: As a Tool for Reflection, Partnerships and Professional Growth (C Bennett)Reflective Classroom Practice: Case Studies of Hong Kong Student Teachers (O W Y Kwo)A Teacher's Use of the Reflective Process in Implementing Cooperative Learning (C K-E Lee & M Ng)Group Learning for Doing Case Studies in an Engineering and Technology Management Course (Z-Q Liao & A-Y Chen)The Reflection on a Masters of Educational Administration Programme (M Neville)Reflecting on University Teaching Practices (M O'Neill)Educating the Larger Life:Educating the “Larger Life” (L Breslow)Solving Problems in a Saturated Dental Curriculum (L-P Lim)Accounting for Manufacturing: Reflecting on the Grading System (F Kofman)Reflection on 44 Years of Teaching (H Mehlinger)The Continual Dialogue on the Reflective Spin (A-Y Chen & J Van Maanen) Readership: Lecturers and professionals in universities, polytechnics and colleges. Keywords:Reflective Practice;Reflection;Reflective Teaching;Reflective Thinking;Active Learning;Reflective Learning Strategies;Action Research;Learning in Higher Education



Learning Teaching and Assessing in Higher Education

Learning  Teaching and Assessing in Higher Education Author Anne Campbell
ISBN-10 9781844453276
Release 2007-07-12
Pages 176
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Full of practical advice, this book will stimulate thoughtful, reflective practice, and a good understanding of teaching, learning and assessing in higher education.



Reflective Teaching in Further and Adult Education

Reflective Teaching in Further and Adult Education Author Yvonne Hillier
ISBN-10 9781441178077
Release 2009-07-01
Pages 264
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Hillier is a friendly guide for those new to the world of further and adult education or for those... finding themselves required for the first time to work towards a formal teaching qualification.' Richard Sykes, Studies in the Education of Adults 'This is a useful book... [It] systematically covers the FENTO standards for teaching and supporting learning in further education...' Ron Kirby, Youth & Policy This second edition of the best-selling textbook Reflective Teaching in Further and Adult Education has been extensively revised and updated throughout. The book has: - An updated chapter on new government policy in lifelong learning. - Details of the changing qualifications framework, foundation degrees and e-learning - An expanded chapter on professional practice - New sections on disability awareness, working with young people, and new technologies. - Checklists, examples, scenarios and figures to aid learning - Chapter summaries to aid navigation of the text - A guide to the FENTO standards at the end of each chapter - Guides for further reading and websites - A glossary of unfamiliar terms This comprehensive, accessibly-written textbook is a practical resource which will be invaluable to teachers in further and adult education, whether in-training or in-service.



REFLECTIVE TEACHING IN HIGHER EDUCATION REFLECTIVE TEACHING SERIES INTERLOAN 325432

REFLECTIVE TEACHING IN HIGHER EDUCATION  REFLECTIVE TEACHING SERIES  INTERLOAN 325432  Author
ISBN-10 OCLC:970359179
Release
Pages
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REFLECTIVE TEACHING IN HIGHER EDUCATION REFLECTIVE TEACHING SERIES INTERLOAN 325432 has been writing in one form or another for most of life. You can find so many inspiration from REFLECTIVE TEACHING IN HIGHER EDUCATION REFLECTIVE TEACHING SERIES INTERLOAN 325432 also informative, and entertaining. Click DOWNLOAD or Read Online button to get full REFLECTIVE TEACHING IN HIGHER EDUCATION REFLECTIVE TEACHING SERIES INTERLOAN 325432 book for free.



Teaching Reflective Learning in Higher Education

Teaching Reflective Learning in Higher Education Author Mary Elizabeth Ryan
ISBN-10 9783319092713
Release 2014-11-05
Pages 234
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This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. The Readers will find this book is innovative and new in three key ways. Firstly, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students’ stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields. Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme in terms of demonstrating levels of reflection. The book includes images, diagrams and different text forms to support the creative applications of reflection. And thirdly, the book is innovative in providing conceptual guidance for embedding reflective learning and reflective practice systematically across whole programmes, faculties or institutions in higher education contexts across the world.



Fostering Reflective Teaching Practice in Pre Service Education

Fostering Reflective Teaching Practice in Pre Service Education Author Djoub, Zineb
ISBN-10 9781522529644
Release 2017-08-11
Pages 366
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As with any industry, the education sector often goes through frequent changes. It is every educator’s duty to keep up with these shifting requirements and alter their teaching style accordingly. Fostering Reflective Teaching Practice in Pre-Service Education is an essential reference source that provides a detailed analysis of the most efficient and effective ways for teachers to adapt to changes in their industry. Featuring relevant topics such as reflective teaching methodology, lifelong learning programs, pioneer service learning, and technology integration in education, this book is ideal for current educators, future teachers, academicians, students, and researchers that would like insight into the best practices for keeping up with the demanding changes in the education field.



Readings for Reflective Teaching in Schools

Readings for Reflective Teaching in Schools Author Andrew Pollard
ISBN-10 9781472509116
Release 2014-02-27
Pages 504
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Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of school?university partnership arrangements. Uniquely, two types of reading are provided: - summaries enabling easy access to evidence on key classroom issues ? including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; - analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career. This collection of readings is edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge. Readings for Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. By design, it offers both practical support for effective practice and routes towards deeper expertise. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series ? inspiring education through innovation in early years, schools, further, higher and adult education.



Facilitating Reflective Learning In Higher Education

Facilitating Reflective Learning In Higher Education Author Brockbank, Anne
ISBN-10 9780335229550
Release 2007-05-01
Pages 384
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Based on sound theoretical concepts, this book offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology.



Reflective Teaching of Geography 11 18

Reflective Teaching of Geography 11 18 Author Graham Butt
ISBN-10 0826452671
Release 2002-10-11
Pages 240
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THIS IS THE SERIES BLURB...LIST ALL BOOKS TOGETHER:Continuum Studies in Reflective Practice and Research is a new series of textbooks aimed at teaching students. As with Andrew Pollard's books, they use the idiom of reflective teaching. In other words, they avoids the two extreme views about learning to teach, namely that it is best done simply through acquiring practical "tricks of the trade" without any theory or that it is best done applying sytematized, objective theory. The distinctive feature of relective teaching is that it encourages practitioners to develop by continually inter-relating theory and research findings to their own practice, situation and style.These comprehensive textbooks provide an accessible guide to all those who are new to teaching in secondary schools. Covering all aspects of job, from planning through to teaching and assessment, the authors provide constructive, accessible and, above all, practical advice to help subject teachers become more effective in their work.



Peer Review of Learning and Teaching in Higher Education

Peer Review of Learning and Teaching in Higher Education Author Judyth Sachs
ISBN-10 9789400776395
Release 2013-10-22
Pages 219
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Incorporating both theoretical and practical perspectives, this volume of papers explores varied aspects of peer review of teaching in higher education. The section on theory features contributions from academics based in Europe, North America and Australia. It provides a number of models demonstrating ways in which collegial peer commentary can enhance the quality of learning and teaching. The chapters examine in detail the importance of communication and leadership, and deploy evidence from one-on-one interviews that evince the value of considering collegiality, emotions, attitudes, and spaces in peer review. The analysis shows how these factors are central to the ways in which lecturers and teachers communicate with each other to create constructive opportunities for learning. The chapters on practical considerations detail the peer review process and include case studies from institutions in Africa, Europe, North America and Australia, which focus on different areas of the topic, including peer review as a quality assurance mechanism, peer review in distance education, peer review in foundation courses, and peer review embedded within a department and across a university. The book ends with an international perspective on the role of peer review in ensuring a holistic approach to quality enhancement in learning and teaching.



Reflective Teaching in Further Adult and Vocational Education

Reflective Teaching in Further  Adult and Vocational Education Author Margaret Gregson
ISBN-10 9781780936659
Release 2015-02-26
Pages 416
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Reflective Teaching in Further, Adult and Vocational Education is the definitive textbook for reflective professionals in further, adult and vocational education, drawing on the experience of the author team and the latest research, including that of the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for trainee and practising teachers in further, adult and vocational settings, for both practice-based training and career-long professionalism. Now in its fourth edition, written by a collaborative author team of further, adult and vocational education experts led by Yvonne Hillier and Margaret Gregson, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success with a focus on the key issues including individual and collaborative approaches to reflective practice, a systematic approach to educational improvement based upon Joint Practice Development; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices and offer ways to develop deeper understanding of effective practices. The new edition is also enhanced by improved navigation and updated pedagogical features, including a revised chapter structure and text design, all-new case studies, activities, figures and diagrams. The team includes: Margaret Gregson (University of Sunderland, UK) | Yvonne Hillier (University of Brighton, UK) | Gert Biesta (University of Luxembourg, Luxembourg) | Sam Duncan (Institute of Education, University College London, UK) | Lawrence Nixon (University of Sunderland, UK) | Trish Spedding (University of Sunderland, UK) | Paul Wakeling (Havering Sixth Form College, UK) Reflective Teaching in Further, Adult and Vocational Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.



Learning to Teach in Higher Education

Learning to Teach in Higher Education Author Paul Ramsden
ISBN-10 0415303451
Release 2003
Pages 272
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This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade and includes new material on the higher education context, evaluation and staff development. The first part of the book provides an outline of the experience of teaching and learning from the student's point of view, out of which grows a set of prinicples for effective teaching in higher education. Part two shows how these ideas can enhance educational standards, looking in particular at four key areas facing every teacher in higher education: * Organising the content of undergraduate courses * Selecting teaching methods * Assessing student learning * Evaluating the effectivenesss of teaching. Case studies of exemplary teaching are used throughout to connect ideas to practice and to illustrate how to ensure better student learning. The final part of the book looks in more detail at appraisal, performance indicators, accountability and educational development and training. The book is essential reading for new and experienced lecturers, particularly those following formal programmes in university teaching, such as courses leading to ILT accreditation.



Action and Reflection in Teacher Education

Action and Reflection in Teacher Education Author Gareth Rees Harvard
ISBN-10 1567500587
Release 1994
Pages 274
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Throughout the world, teacher education is once more in the spotlight. This book focuses on recent trends and experiences in England and Wales, where external pressures have caused tension between the technician model of teacher education, in which teachers learn primarily on the job alongside colleagues, and traditional forms of teacher education based in higher education institutions. This tension superficially replicates an old dichotomy between practice and theory. The contributors to this volume reflect on ideas and attempts to integrate theory and practice. Key questions and themes recur: the balance and relationship between work done in school "on the job" and work away from the workplace, such as in universities; teacher education as a partnership activity; and the need to critically examine the institutional, cultural, and historical context in which they work.



Teaching with Integrity

Teaching with Integrity Author Bruce Macfarlane
ISBN-10 0415335094
Release 2004
Pages 184
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This is a book about the ethics of teaching in the context of higher education. While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. It covers the real-life, messy, everyday moral dilemmas that confront university teachers when dealing with students and colleagues - whether arising from facilitated discussion in the classroom, deciding whether it is fair to extend a deadline, investigating suspected plagiarism or dealing with complaints. Bruce Macfarlane analyses the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly, yet accessible style, and case examples are used throughout to encourage a practical, reflective approach. Teaching With Integrity seeks to bridge the pedagogic gap currently separating the debate about teaching and learning in higher education from the broader social and ethical environment in which it takes place.



Authenticity in and Through Teaching in Higher Education

Authenticity in and Through Teaching in Higher Education Author Carolin Kreber
ISBN-10 9781135098933
Release 2013-02-11
Pages 216
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"Almost a quarter-century after the Carnegie report Scholarship Reconsidered, the scholarship of teaching remains a contested idea, celebrated by some and critiqued by others. This new book is particularly relevant now however as it explores the notion of the scholarship of teaching through the lens of authenticity, a complex, intriguing and particularly striking and distinctively helpful notion which has caught the attention of several authors in adult and higher education. However, those writing about authenticity do not always make explicit what it is that they mean by this notion, nor are they clear about the philosophical foundations underpinning it. In developing the notion of the scholarship of teaching as an 'authentic practice', the author draws on several complementary philosophical ideas to explore the nature of this practice, why it is imperative for universities to engage in it, what meaningful engagement wold look like and the conditions under which it might qualify as 'authentic'. Core constructs employed include practice virtue communicative action 'being', 'power', critical reflection and transformationThe scholarship of teaching is described as a practice sustained through critical reflection and critical self-reflection. Being a scholar of teaching is viewed as an ongoing transformative learning process, a process of becoming authentic, the latter ultimately aimed at both helping students to become authentic and creating a better world in which to teach, learn and live. Although explored as a practice in its own right, the scholarship of teaching is seen to be strengthened by being situated within a wider integrated notion of academic practice. The book combines the author's previous research on authenticity with earlier work on the meaning of the scholarship of teaching, offering a provocative, fresh and timely perspective on the scholarship of teaching and professional learning in our times but also providing guidance on how to create a better world in which to learn, teach and live"--