University Teaching: An Introductory Guide (Paperback)
  • University Teaching: An Introductory Guide (Paperback)

University Teaching: An Introductory Guide (Paperback)

Paperback 136 Pages
Published: 26/04/2012
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University Teaching: An Introductory Guide is a vital tool for the new lecturer that aims to encourage and support an inquiry into university teaching and academic life. This book understands that teaching is not discrete but one of many activities integrated in academic work. It recognizes that teaching is directly affected by administrative concerns such as timetabling and workload demands, departmental culture, disciplinary research expectations and how we think about the purposes and values of higher education. The new lecturer must learn to adapt to and shape the circumstances of their academic work.

Understanding that teaching is an integral part of this work, rather than a dislocated discipline, can help us think about practice in new ways. Harland argues against the teaching-research divide and popular opinion that 'teaching takes time away from research'. He proffers the sentiment that all aspects of academic practice need to be considered when inquiring into learning how to teach, and that teaching is better understood when it is firmly embedded and integrated in this work. Writing from his experience extracted from a ten-year research project working with early career staff, he addresses popular concerns of academics, including:


Peer review of teaching

Discussion as an approach to teaching

Research and the new academic

The subject and the idea of critical thinking

This clearly written and practical book will be ideal for all new lecturers in higher education, and also more seasoned academics wishing to progress their professional development.

Tony Harland is Associate Professor at the Higher Education Development Centre, University of Otago, New Zealand

Publisher: Taylor & Francis Ltd
ISBN: 9780415524315
Number of pages: 136
Weight: 181 g
Dimensions: 216 x 138 x 10 mm


"The book gives useful advice to new lecturers. It is just as useful for them as for readers interested in questions of pedagogy in higher education. What the book has to say is also worth considering in the international higher education community" - Judit Torgyik, The Hungarian Educational Research Journal

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