Research into how teaching affects the quality of student learning at university is a rapidly changing field. University teachers are increasingly required to develop their own strategies for effective teaching, often with limited guidance from their institutions. Teaching for Understanding at University not only outlines a wide range of recent developments in the area, but shows how approaches can be brought together to help university teachers think more imaginatively about ways of encouraging students' learning.
Written in a way designed to be interesting and accessible to university teachers across disciplines, the volume concentrates on how students reach a personal understanding of the subject they are studying. Covering academic understanding, approaches to teaching, assessment methods and evaluation of teaching, the book provides a comprehensive introduction to the latest ideas on teaching and learning. Avoiding unnecessary jargon and 'business speak', this is the ideal book for the newly qualified lecturer, as well as the more experienced academic who is keen to consider their teaching methods from a fresh perspective.
Noel Entwistle is Professor Emeritus of Education at the University of Edinburgh. He was previously the editor of the British Journal of Educational Psychology and Higher Education, and has an international reputation for his work in the field of student learning in higher education.
About the Author
Table of ContentsPreface.- Introduction and Outline.- PART I: HOW STUDENT'S LEARN.- Educational Psychology and Student Learning.- Learning and Influences on It.- The Impact of Approaches to Learning.- How Students Learn and Study.- PART II: WHAT IS LEARNED.- Understanding Understanding.- The Nature of Academic Understanding.- PART III: HOW ACADEMICS TEACH.- Evolving Approaches to Teaching.- Ideas About Teaching and Learning.- Teaching for Understanding.- Research into Teaching for Understanding.- PART IV: PROVIDING TEACHING AND ASSESSMENT TO SUPPORT LEARNING.- A Heuristic Model of Teaching and Learning.- Research Guiding Teaching.- Assessment as the Driver, but in which Direction?.- Influences of the Learning Environment.- Practical Guidelines for Teaching that Encourages Deep Approaches.- PART V: MONITORING THE EFFECTIVENESS OF TEACHING.- Professional Development of Teaching.- Monitoring Teaching and Carrying Out Investigations.- Appendix A: Indicative Interview Schedule.- Appendix B: Questionnaire for Monitoring Learning and Teaching (SETLQ).- Index.
What People are Saying About This
'I really liked this book. It is extremely well laid out and well structured. The book's structure pretty much echoes the way you would approach teaching. The research informed teaching discussed throughout the book greatly adds to its usefulness. Entwistle's use of the personal voice adds an unusual and welcome dimension. There are also concluding summaries for each chapter that offer the reader a helpful overview. This is a refreshing and engaging book from which both new and experienced university lecturers and teachers will benefit.' - Michelle Harvey, Senior Lecturer in Forensic Biology, University of Portsmouth, from the Times Higher Education Supplement, October 2009'... it could well become a classic text in this field. It is a lucid introduction to the basic concepts in teaching and learning, organized round the central concept of understanding.' - John Nisbet, Honorary Research Fellow and Professor of Education, University of Aberdeen, UK
'I am genuine in my opinion that every academic development unit in each UK university will make this a key-reader for their teaching. In many cases it is likely to become the course textbook for professional development.' - Dr David Hay, Senior Lecturer in Higher Education, King's College London, UK
'This book will be greatly welcomed and will provide an excellent edition to the literature – and one that has a strong capacity to make a real difference. It presents an authoritative overview of relevant theory – including cutting edge developments in which the author has played a lead role.' - Peter Davies, Professor of Education Policy and Director, Institute for Education Policy Research, Staffordshire University, UK <