- Häftad (Paperback)
- Antal sidor
- SAGE Publications Ltd
- Black & white illustrations
- 244 x 170 x 19 mm
- Antal komponenter
- 467:B&W 6.69 x 9.61 in or 244 x 170 mm (Pinched Crown) Perfect Bound on White w/Matte Lam
- 586 g
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Developing as a Professional in Higher Education369
This book gives a broad overview of the issues faced by early career academics and explores a variety of topics from curriculum planning to employability. Fully updated throughout, key features of this second edition include:
- Fåtal ex i lager. Skickas inom 1-2 vardagar.
- Gratis frakt inom Sverige över 159 kr för privatpersoner.
- Two new chapters on HE assessment and becoming a supervisor
- New case studies in every chapter
- What 'the TEF' means for universities
This is essential reading for higher education faculty undertaking professional development courses, such as the PG Certificate in Academic Practice (PGCAP), the PG Certificate in Teaching and Learning in Higher Education (PGCTLHE/PGHE) and related courses, and also for early career academics wishing to deepen their understanding of contemporary higher education.
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This is a detailed and well written book that explores what it means to become a teacher in the rapidly changing Higher Education sector. To do this, the book explores pedagogy and context in all their myriad forms and as a result also explores what it means in terms of professional identity to practice learning and teaching in Higher Education settings. The book is wide-ranging, highly accessible and makes a significant contribution to developing, sustaining and improving practice. It positions teaching and learning as acts of exchange and partnership and provides a carefully explored research-informed base to contextualise strategies that teachers in HE can put into practice.
This updated version of Academic Practice provides a critical and thorough overview of the factors which affect student learning and engagement with university courses. It is written in an accessible, non-judgmental way, encouraging readers to explore issues further, and suggesting achievable ways for them to adapt their practice. Because it provides such a detailed synthesis of literature in a wide range of areas, it will be of value to experienced staff as well as those new to the university sector.
At a time when teaching in higher education is increasingly and rightly scrutinised, the need for support for new teachers from all backgrounds in all areas of academic teaching practice is critical. Teachers in HE are required to be practitioners of teaching and scholars of teaching, as well as disciplinary experts, and this book provides the breadth required for early career teachers embarking on a new academic career.
Saranne Weller is Reader in Higher Education Practice and Development at St Georges, University of London. She has been teaching in higher education for over 20 years and has previously held leadership roles in the development of teaching and learning in a range of different institutional contexts including as Senior Lecturer in Higher Education and Assistant Director (Accredited Programmes) at Kings College London, Associate Dean Learning, Teaching and Enhancement at the University of the Arts, London and Director for Research Informed Teaching at London South Bank University.
Chapter 1: Becoming a teacher in higher education Part I: From disciplinary expert to teacher Chapter 2: Developing disciplinary understanding Chapter 3: Learning and teaching for interdisciplinarity Chapter 4: Promoting critical approaches to the curriculum Chapter 5: Working with students: from engagement to partnership Chapter 6: Connecting research and teaching in practice Chapter 7: Rebalancing assessment for learning Part II: Rethinking the university context Chapter 8: Teaching for employability Chapter 9: Developing inclusive learning and teaching Chapter 10: Internationalising teaching in practice Chapter 11: Enhancing learning in the digital university Chapter 12: Supporting collaborative learning Part III: From disciplinary teacher to scholarly teacher Chapter 13: Becoming a supervisor Chapter 14: Undertaking enquiry into learning and teaching