Efnisyfirlit

• Introduction
• Using this book
• A summary of the book
• Part one    Becoming reflective
• 1      Identities  Who we are as teachers and who are our students?
• 2      Learning  How do students develop their understanding?
• 3      Reflection  How can we develop the quality of our teaching?
• 4      Principles  What are the foundations of effective teaching and learning?
• Part two    Creating conditions for learning
• 5      Contexts  How do they shape us and how do we shape them?
• 6      Relationships  How are we getting on together?
• 7      Engagement  How does our engagement with teaching influence student learning?
• 8      Spaces  How are we creating environments for learning?
• Part three    Teaching for understanding
• 9      Curriculum  What is to be taught and learned?
• 10    Planning  How are we implementing curricula?
• 11    Teaching  How can we develop strategies focused on student understanding?
• 12    Communication  How can we support learning through dialogue?
• 13    Assessment  How does it make a contribution to learning?
• Part four    Reflecting on consequences
• 14    Quality  How are we monitoring and enhancing the quality of teaching and learning?
• 15    Inclusion  How are we enabling opportunities?
• Part five    Deepening understanding
• 16    Expertise  How do we develop a career-long engagement with teaching?
• 17    Professionalism  How does reflective teaching contribute to society?
• The Reflective Teaching in Higher Education Team
• Bibliography
• Index