This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade and includes new material on the higher education context, evaluation and staff development. The first part of the book provides an outline of the experience of teaching and learning from the student's point of view, out of which grows a set of prinicples for effective teaching in higher education. Part two shows how these ideas can enhance educational standards, looking in particular at four key areas facing every teacher in higher education: * Organising the content of undergraduate courses * Selecting teaching methods * Assessing student learning * Evaluating the effectivenesss of teaching. Case studies of exemplary teaching are used throughout to connect ideas to practice and to illustrate how to ensure better student learning. The final part of the book looks in more detail at appraisal, performance indicators, accountability and educational development and training. The book is essential reading for new and experienced lecturers, particularly those following formal programmes in university teaching, such as courses leading to ILT accreditation.

Theorising Learning to Teach in Higher Education provides both lecturers embarking on a career in higher education and established members of staff with the capacity to improve their teaching. The process of learning to teach, and the associated field of professional academic development for teaching, is absolutely central to higher education. Offering innovative alternatives to some of the dominant work on teaching theory, this volume explores three significant approaches in detail: critical and social realist, social practice and sociomaterial approaches, which are divided into four sections: Sociomaterialism Practice theories Critical and social realism Crossover perspectives. Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia. Both challenging and enlightening, this book argues the need for theory in order to advance scholarship in the field and achieve goals related to social justice in higher education systems across the world. It draws attention to newly emerging theoretical perspectives and relatively underused perspectives to demonstrate the need for theory in relation to learning to teach. This book will appeal to academics interested in how they come to learn to teach, to administrators and academic developers responsible for professional development strategies at universities and masters and PhD level students researching professional development in higher education.

This book addresses the practice of learning and teaching within higher education. Higher education is currently a sector challenged worldwide by increased numbers and diversity of students, tougher demands for professional accountability, increasing calls for educational relevance, thinning resources and the exacting demands of a global education market. This book brings together key issues of theory and practice to develop an overall professional 'language' of teaching situated within communities of academic practice. This 'language' provides teachers with a conceptual 'vocabulary' and 'grammar' for understanding and improving practice, enables them to critically reflect upon their teaching in a range of key 'genres'

There is often little guidance available on how to teach in universities, despite there being increasing pressure to raise teaching standards, as well as no official requirement for academics to have any specific teaching qualification in many countries. This invaluable book comprehensively addresses this issue, providing an overview of teaching in a business school that covers all stages of student learning. p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Arial}

Around the world, higher education services are challenged by increased numbers and diversity of students, tougher demands for professional accountability, increasing calls for educational relevance and thinning resources. Learning and Teaching in Higher Education: The Reflective Professional addresses key issues in the practice and theory of teaching and learning in the sector. The authors draw upon theory, practice and current research to provide a new way of thinking about the many aspects of learning and teaching in higher education, enabling the reader to critically reflect upon their teaching.

This book identifies strategies that are consistently associated with good teaching and presents them within a theoretical framework that explains how they promote students' active and meaningful learning. The book promotes teachers' pedagogical knowledge and their perception of teaching as scholarly, intellectual work, and provides extensive practical advice.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.