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• Halftitle page
• Series page
• Title page
• Copyright page
• Dedication
• Contents
• Introduction
• WHY REFLECTIVE TEACHING IN HIGHER EDUCATION?
• A PRINCIPLED APPROACH
• A PRACTICAL APPROACH
• A COLLECTIVE AND INTERNATIONAL APPROACH
• Using this book
• Within each chapter
• At the end of each chapter
• Online
• A summary of the book
• Part one Becoming reflective
• Chapter 1 Identities Who we are as teachers and who are our students?
• INTRODUCTION
• KNOWING OURSELVES AS TEACHERS
• What we can do
• Where we are going
• Who we are going there with
• What our values are
• How our identities inter act with our institutions, academic disciplines and work groups
• The role of narrative and autobiography
• How we under stand and engage with our students
• KNOWING OUR STUDENTS AS LEARNERS
• Students’ views of them selves as learners
• Students’ identities and their experiences of university
• Our assumptions about our students
• Students’ perceptions of their teachers’ identities
• Responding to individual students’ identities and their needs
• THINKING ABOUT IDENTITIES WITH OUR STUDENTS
• CONCLUSION
• KEY READ INGS
• Chapter 2 Learning How do students develop their understanding?
• INTRODUCTION
• HOW CAN WE THINK ABOUT HOW STUDENTS LEARN IN HIGHER EDUCATION?
• Learning as acquisition and participation
• Learning as acquisition through active construction
• Learning as legitimate peripheral participation
• Learning in different subject areas
• Learning as situated discourse practice and the development of academic literacies
• HOW CAN WE UNDERSTAND OUR STUDENTS AS LEARNERS IN HIGHER EDUCATION?
• Presage: Students’ prior experiences of studying
• Process: Students’ perceptions of the teaching and learning context
• Product: Student learning outcomes and learning gains
• CONCLUSION
• KEY READINGS
• Chapter 3 Reflection How can we develop the quality of our teaching?
• INTRODUCTION
• WHY BOTHER WITH REFLECTION IN HIGHER EDUCATION?
• WHAT IS THE MEANING OF REFLECTION?
• A process located in time and context
• A cyclical process prompted by dissatisfaction
• A process informed by who we are
• A process that is shaped by a wide range of contexts
• A process in which evidence is key
• A process that requires dialogue
• A process that depends on our judge ment
• A process that leads to changes in our teaching practices
• BARRIERS TO REFLECTIVE TEACHING IN HIGHER EDUCATION
• Personal barriers to reflection
• Contextual barriers to reflective teaching
• CONCLUSION
• KEY READINGS
• Chapter 4 Principles What are the foundations of effective teaching and learning?
• INTRODUCTION
• EVIDENCE-INFORMED PRINCIPLES
• Policy frameworks
• Teacher learning
• Informal learning
• Social relationships
• Student engagement
• Assessment for learning
• Teaching as design
• Prior experience
• Valued knowledge
• Education for life
• CONCLUSION
• KEY READINGS
• Part two Creating conditions for learning
• Chapter 5 Contexts How do they shape us and how do we shape them?
• INTRODUCTION
• ASPECTS OF SOCIO-POLITICAL CONTEXTS
• The global political-economy of higher education
• National policy contexts
• Institutional cultures
• Disciplinary cultures
• Teaching and learning contexts
• PEOPLE, AGENCY AND INTERACTIONS
• Academics
• Students
• Interactions between students and academics
• CONCLUSION
• KEY READINGS
• Chapter 6 Relationships How are we getting on together?
• INTRODUCTION
• THE ROLE OF THE TEACHER
• Relationships and the teacher in traditional teaching sessions
• Relationships in distributed learning environments
• THE ROLE OF THE STUDENT
• THE INTERRELATIONSHIP BETWEEN TEACHER AND STUDENT: CREATING DIALOGUE
• CONCLUSION
• KEY READINGS
• Chapter 7 Engagement How does our engagement with teaching influence student learning?
• INTRODUCTION
• RELATIONS BETWEEN TEACHING AND RESEARCH
• Understanding the commonalities between teaching and research
• Understanding the separation between teaching and research
• THE ROLE OF KNOWLEDGE IN ENGAGING WITH TEACHING
• Making know ledge accessible
• Balancing the complexity and accessibility of knowledge
• Credibility: why students need to know that knowledge matters
• Situating students’ experi ences within disciplinary communities
• Reflecting back: how sharing our disciplinary knowledge helps us to under stand teaching and learnin
• ENGAGEMENT WITH OUR STUDENTS
• Students at the educational interface
• Understanding ourselves and our students
• CONCLUSION
• KEY READINGS
• Chapter 8 Spaces How are we creating environments for learning?
• INTRODUCTION
• UNDERSTANDING TEACHING–LEARNING SPACES
• Working with students in effective learning spaces
• Engaging large groups in learning activities
• Flipping the classroom
• Designing teaching and learning spaces
• TEACHING AND LEARNING BEYOND THE CLASSROOM
• Placements, internships and simulation
• Field-based learning
• Service learning
• Digital technologies and virtual spaces
• CONCLUSION
• KEY READINGS
• Part three Teaching for understanding
• Chapter 9 Curriculum What is to be taught and learned?
• INTRODUCTION
• THE TRANSFORMATION OF KNOWLEDGE IN THE PRODUCTION OF CURRICULA
• Traditionalism
• Technical-instrumentalism
• Curriculum for social change
• Social realism
• ALIGNMENT AND CONGRUENCE IN CURRICULUM DESIGN
• Specification of intended learning outcomes
• Top-down design
• Potential constraints and barriers to innovative curriculum design
• CONCLUSION
• KEY READINGS
• Chapter 10 Planning How are we implementing curricula?
• INTRODUCTION
• SESSION PLANNING
• Teaching approaches and session planning
• Planning individual sessions
• Structuring sessions
• Encouraging participa tion amongst all students
• Using student feed back and coping with the unexpected
• MODULE PLANNING
• Structuring the module
• Practical steps in course and module design
• Assessment within modules
• Student feed back on modules
• Working with colleagues
• PROGRAMME PLANNING
• Programme planning and review cycle
• Formal requirements
• Involving students in programme planning
• Working with employer-partners
• Working with external examiners
• CONCLUSION
• KEY READINGS
• Chapter 11 Teaching How can we develop strategies focused on student understanding?
• INTRODUCTION
• BASES FOR THINKING ABOUT TEACHING FOR UNDERSTANDING
• Learning to teach
• Making use of educational theory and research
• Good teaching is discipline or field specific
• Encouraging students to study independently
• Teaching is a moral endeavour
• Teaching is a collective enterprise
• TEACHING IN DIFFERENT MODES
• Lectures
• Small group modes
• Laboratories and fieldwork
• Supervision
• Online teaching and learning
• CONCLUSION
• KEY READINGS
• Chapter 12 Communication How can we support learning through dialogue?
• INTRODUCTION
• LEARNING RELATIONSHIPS AND APPROACHES TO COMMUNICATION
• DIALOGUE IN DIFFERENT TEACHING–LEARNING SETTINGS
• Encouraging a dialogue with one’s own learning
• Silent dialogues
• Dialogue in group settings
• Dialogical spaces beyond the academy: social media and students
• Dialogue for student engagement: within and beyond the curriculum
• COMMUNICATION AS EDUCATORS
• Disciplinary knowledge and communication
• Communication for professional development
• Communication for the student experience
• CONCLUSION
• KEY READINGS
• Chapter 13 Assessment How does it make a contribution to learning?
• INTRODUCTION
• WHAT IS ASSESSMENT?
• What is assessment for?
• KEY ELEMENTS IN THINKING ABOUT ASSESSMENT
• Assessment tasks
• Learning outcomes
• Appropriate standards
• Criteria for making judgements
• Assessment methods
• Assessment roles
• Assessment-related activities
• Marks and grades
• Institutional requirements
• FEEDBACK: AN INTEGRAL PART OF GOOD ASSESSMENT
• Successful feed back
• STUDENT EXPERIENCES OF ASSESSMENT
• CONCLUSION
• KEY READINGS
• Part four Reflecting on consequences
• Chapter 14 Quality How are we monitoring and enhancing the quality of teaching and learning?
• INTRODUCTION
• MONITORING TEACHING QUALITY AND STUDENT LEARNING OUTCOMES IN HIGHER EDUCATION
• Monitoring and evaluating the quality of teaching in higher education
• Documenting teaching achievements
• Gathering student views of teaching quality
• Engaging the univer sity community in teaching quality improvement through peer review of teaching
• MONITORING STUDENT LEARNING OUTCOMES
• Tools for gathering student feed back on learning
• Academic peer review of learning outcomes and standards
• IMPLICATIONS FOR PROGRAMME DEVELOPMENT
• Programme review and improvement strategies
• CONCLUSION
• KEY READINGS
• Chapter 15 Inclusion How are we enabling opportunities?
• INTRODUCTION
• ACCESS
• Accessing higher education
• Accessibility in higher education
• EQUALITY
• INCLUSION
• Dimensions of student difference
• A rationale for inclusive teaching
• Implementing inclusive teaching
• Course design, planning and awareness
• Inclusive learning and teaching
• Dealing with sensitive material
• Assessment
• CONCLUSION
• KEY READINGS
• Part five Deepening understanding
• Chapter 16 Expertise How do we develop a career-long engagement with teaching?
• INTRODUCTION
• WHAT DOES IT MEAN TO BE AN EXPERT TEACHER IN HIGHER EDUCATION?
• Teaching expertise
• Content, pedagogical and curricular knowledge
• Informal learning and the collegial influence
• REFLECTIVE TEACHING, THE SCHOLARSHIP OF TEACHING AND LEARNING, AND YOUR CAREER PATH
• The scholarship of teaching and learning and institutional structures
• Drawing on the teach ing and learning research programme concepts of effective teaching and learning
• MANAGING YOUR ACADEMIC CAREER: MILESTONES, PLANNING AND DOCUMENTATION
• CONCLUSION
• KEY READINGS
• Chapter 17 Professionalism How does reflective teaching contribute to society?
• INTRODUCTION
• HIGHER EDUCATION AND SOCIETY
• Employability, ‘graduateness’ and the rise of‘competency-based education’
• Widening participation and access
• THE CONTRIBUTION OF REFLECTIVE TEACHING TO SOCIETY
• Examples of critical pedagogy in higher education
• CONCLUSION
• KEY READINGS
• The Reflective Teaching in Higher Education Team
• ACKNOWLEDGEMENTS
• Bibliography
• Index