On Becoming an Innovative University Teacher: Reflection in Action / Edition 2

by John Cowan

Overview

As the subtitle Reflection in Action makes clear, On Becoming an Innovative University Teacher is about reflection. It aims to allow lecturers to develop abilities as a result of reflection, and to enable them to encourage their students to engage in effective reflective learning. This new edition has a revised structure to allow greater accessibility, and a new chapter entitled 'Why and how should we start innovating', which addresses the title of the book in the context of higher education in 2005. Many examples have been updated, and recent issues such as the impact of IT have been introduced. Cowan's relaxed and readable style is maintained as he discusses recent research.

Product Details

ISBN-13:	9780335219926
Publisher:	McGraw-Hill Professional Publishing
Publication date:	04/28/2006
Edition description:	REV
Pages:	240
Product dimensions:	6.00(w) x 9.00(h) x 0.55(d)

About the Author

John Cowan (New York, NY) is a researcher and developer on emerging technologies for a major financial institution in New York City. He has 17 years of experience in systems programming, application programming, documenting, and white-paper writing for various financial institutions in NYC.

Table of Contents

Preface: Why did I write this book?
Introduction
What is meant in education by 'reflecting'?
What does reflection have to Offer in higher education?
On what models can we base reflective learning and teaching?
How does analytical reflection affect learning?
How does evaluative reflection affect learning?
What can we do to encourage students to reflect effectively?
How can you adapt ideas from my teaching, for yours?
Why and how should we start innovating nowadays?
How can such innovations be evaluated?
Where should you read about other work in this field?
Postscript
References
Index.

Editorial Reviews

Assists university teachers in planning innovative activities that enable their students to engage in reflective learning. Each chapter begins by posing a question college and university teachers will identify with, then goes on to answer the question by presenting a series of examples. Each chapter closes with an alternative viewpoint. Discussion encompasses a rationale for reflection, methodology and specific techniques, analytical and evaluative reflection, and evaluating innovations. Distributed by Taylor and Francis. Annotation c. by Book News, Inc., Portland, Or.

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