Learning and Teaching in Higher Education: The Reflective Professional / Edition 2

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Overview

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 and Teaching in Higher Education: The Reflective Professional is for lecturers, researchers, staff developers and others involved in teaching in higher and professional education.

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Editorial Reviews

Ronald Barnett

"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."

Ken Bain
"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."
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Product Details

  • ISBN-13: 9781848600072
  • Publisher: SAGE Publications
  • Publication date: 6/4/2009
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 341
  • Product dimensions: 6.60 (w) x 9.50 (h) x 1.00 (d)

Table of Contents

Acknowledgements viii

Preface to the First Edition xi

Preface to the Second Edition xv

Acknowledgements xvii

Introduction: the challenge of professionalism 1

Part I The Academic As Reflective Professional 19

1 The reflective professional in academic practice 21

Introduction 21

The reflective professional: knowledge and language 22

Worlds apart 25

Teacher-student encounter 28

Teacher-researcher encounter 32

Principles of academic dialogue 38

Conclusions 43

2 A critical matrix of learning and teaching 45

The academic weave 45

Learning gaps 48

1 The gap between recall and understanding 51

2 The gap between understanding and having the ability/skills to practise effectively 55

3 The gap between having the skills/abilities and actually wanting to use them 61

4 The gap between having the abilities, wanting to use them and actually doing so 63

5 The gap between actually using the skills/abilities and changing 67

The learning situation: structures of meaning 69

Conclusions 72

Part 2 Genres Of Teaching In Higher Education 73

3 Designing: course and curriculum design 75

Introduction 75

Course and curriculum design 80

Course design and the critical matrix 92

Learning contexts: balance and structure 99

Addressing the impossible 101

Conclusions 104

4 Lecturing: large-group teaching 105

Introduction 105

Being where the action is 108

Designing the lecture 113

Expanding the learning matrix 115

Lecturing preparation and performance 117

Delivering and managing the lecture 124

Conclusions 126

5 Facilitating: small-group teaching 127

Introduction 127

Group work 130

The intellectual dimension139

The personal dimension 144

The social dimension 148

The practical dimension 151

Conclusions 151

6 Supervising: project, dissertation and thesis guidance 154

Introduction 154

Key issues of supervision 156

The intellectual dimension 161

The personal dimension 168

The social dimension 171

The practical dimension 172

Assessing research 174

Conclusions 176

7 Innovating: teaching with technology 179

Introduction 179

Conceptual dimensions of using new technologies 181

Integrating technology into teaching and learning 187

Extending the matrix 194

Designing flexible courses 196

Conclusions 198

8 Assessing: student assessment 200

Introduction 200

Definitions 201

The centrality of learning outcomes 202

Key aspects of assessment 203

The intellectual dimension 211

The personal dimension 225

The social dimension 228

The practical dimension 230

Conclusions 235

9 Evaluating: teaching and course evaluation 237

Introduction 237

Teaching and courses: methods of evaluation 241

Evaluation of academic outcomes and change 267

Conclusions 268

Part 3 Performance Strategy 271

10 Realizing the reflective professional 273

Introduction: developing a strategy 273

Integrating practice and research 276

Teaching as research 282

The reflective professional through action research 285

Conclusion 293

Appendix: structured observation of teaching: guidelines 295

References 304

Index 328

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