Reflective Teaching in Higher Education - Reflective Teaching (Paperback)Dr Paul Ashwin (author), David Boud (author), Professor Kelly Coate (author), Fiona Hallett (author), Elaine Keane (author), Kerri-Lee Krause (author), Professor Brenda Leibowitz (author), Iain MacLaren (author), Dr Jan McArthur (author), Dr Velda McCune (author)
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Publisher: Bloomsbury Publishing PLC
Number of pages: 432
Weight: 859 g
Dimensions: 246 x 189 x 25 mm
A tremendously comprehensive overview of the main issues confronting teachers in the university system. All 11 authors are frontline experts in their particular subfields of higher education studies and their cumulative knowledge, as put on paper in this text, is quite impressive. Few books give such a broad yet detailed overview of the various complex functions involved in being an effective university professor. ... For teachers with a strong desire to incorporate reflective practice into their teaching, this text might be the best on the market. * JALT: Journal of the Japan Association for Language Teaching *
On the back cover of this book one of the reviewers describes it as 'substantial' - he is not wrong ... What is especially noteworthy is how even the book is in terms of editing, with chapters linking and reference clearly to others, giving the material a considered and coherent feel. * Educational Developments *
In Reflective Teaching in Higher Education, Paul Ashwin and his colleagues have developed a convincing and holistic account of reflective practice in teaching - an account that is grounded in the latest research about effective learning, teaching and assessment. Ultimately directed towards us - the teachers - the book impresses with the multiplicity of thinking tools it offers: reflective activities, case studies with real experiences of teachers, research briefings and a most helpful selection of key readings. This is a must-read for all who care about their teaching and wish to continue to learn as teachers, as well as for all who care how we think about and understand teaching. * Manja Klemencic, Lecturer in Sociology, Faculty of Arts and Sciences, Harvard University, USA *
This substantial and timely, multi-authored book is self-conscious about making sense of a profession. Despite propaganda to the contrary, most people working in higher education see their chief responsibility as to teach, or to support those who do. They will also tell you that doing this well is their primary source of satisfaction, and, occasionally, of joy. Reflective Teaching in Higher Education will help all of those people: to confirm their commitment; to achieve that satisfaction more regularly; and even to light upon those moments of joy. It will prove very effective for all who choose to use it. * David Watson, Professor of Higher Education and Principal of Green Templeton College, University of Oxford, UK *
A rare book that manages to present the research and scholarship on teaching in higher education in an accessible manner, provide compelling case studies that bring the scholarship alive, and entice the reader into meaningful reflective learning moments. The authors bring together the writings and reflections of some of the world's most outstanding scholars and the result is a resource book which explores every aspect of learning and teaching through a wide range of lenses. It is a book which could truly expedite our endeavours to provide a higher education learning experience that is fit for purpose in the 21st century. Most of all it is a book which takes us on a journey of reflection of our own attitudes, approaches and values as teachers in higher education. * Lorraine Stefani, Professor of Higher Education Strategic Engagement, University of Auckland, New Zealand *
Reflective Teaching in Higher Education engages academics in a scholarly approach to reflective practice that will enable us to develop - and demonstrate - our teaching expertise. The authors skilfully guide readers in an inquiry process that integrates reflection on personal beliefs, research evidence and multiple dimensions of teaching practice to transform both learning and teaching experiences in higher education. * Lynn Taylor, Vice-Provost (Teaching and Learning), University of Calgary, Canada *
Reflective Teaching in Higher Education is playing in a space where a lot of books are clamouring for the attention of the lecturer who wants to improve their teaching (and who might or might not be doing a formal qualification to that end). This one stands out - with a distinctive style, largely, it seems, due to the rather unique writing process which has had a team of experts working collaboratively through the chapters, some initiating and others building on this. It comes together as a carefully crafted whole that has a fresh take on a field that is now quite well established. It is comprehensive and up-to-date and has a very contemporary feel in terms of the contexts and concerns in which it places itself. The use of quotes and case studies will draw the reader in, offering connections to people who face the real challenges of the contemporary university lecturer who has to work to meet the needs of a diverse group of students, often with limited training and resources. Although the book is rooted in very practical concerns, it takes its readership as a serious intellectual audience, and allows access to a field that recognises the complexity of what lecturers face. * Jenni Case, Professor, Centre for Research in Engineering Education (CREE), University of Cape Town, South Africa *
Reflective Teaching in Higher Education is a must-read for all who are engaged in teaching in higher education. Drawing on scholarly knowledge and experiences from a broad range of relevant issues, this timely book it supports and challenges both experienced and new teachers. It is a significant contribution to reflective teaching, as an individual as well as collective endeavour. * Katarina Martensson, Academic Developer, Centre for Educational Development, Lund University, Sweden *
This book covers most of what anyone involved in teaching & learning activities within HE would ever need. Theory and practice are effectively linked in this compendium of information from education research on how to enhance the teaching and learning educational process through active reflection for the benefit of students and teachers alike. * Plato Kapranos, Senior University Teacher, University of Sheffield, UK *
Very nice clear format; I especially like how the topics are laid out in the table of contents and beginnings of chapters. Excellent selection of topics; I especially appreciate the sections addressing identity, emotions, and relationships, topics which deeply affect the classroom but which are not always addressed in teaching textbooks. The exercises are helpful and provocative. * Cheri Pierson, Wheaton College, USA *
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