Enhanced descriptions from Syndetics:

Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education.Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support:- practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and- evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education. Case studies, activities, research briefings and annotated key readings are provided throughout. The author team: Paul Ashwin (Lancaster University, UK) | David Boud (University of Technology, Sydney, Australia) | Kelly Coate (King's Learning Institute, King's College London, UK) | Fiona Hallett (Edge Hill University, UK) | Elaine Keane (National University of Ireland, Galway, Ireland) | Kerri-Lee Krause (Victoria University, Melbourne, Australia) | Brenda Leibowitz (University of Johannesburg, South Africa) | Iain MacLaren (National University of Ireland, Galway, Ireland) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Michelle Tooher National University of Ireland, Galway, Ireland) This book forms part of the Reflective Teaching series , edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education. Reflective Teaching in Higher Education and its website, www.reflectiveteaching.co.uk , promote the expertise of teaching within higher education.

Table of contents provided by Syndetics

• Preface
• Introduction
• Part I Becoming Reflective
• 1 Identity: Who are we, and what do we stand for?
• 2 Learning: How can we understand learner development?
• 3 Reflection: How can we develop the quality of our teaching?
• 4 Principles: What are the foundations of effective teaching and learning?
• Part II Creating Conditions for Learning
• 5 Contexts: What is, and what might be?
• 6 Relationships: How are we getting on together?
• 7 Engagement: How are we preparing for teaching?
• 8 Spaces: How are we creating environments for learning?
• Part III Teaching for Learning
• 9 Curriculum: What is to be taught and learned?
• 10 Planning: How are we implementing the curriculum?
• 11 Teaching: How can we develop effective strategies?
• Communication: How can we support learning through dialogue?
• 13 Assessment: How are we providing feedback for learning?
• Part IV Reflecting on Consequences
• 14 Consequences
• 15 Quality: How are we evaluating student learning experiences?
• 16 Inclusion: How are we enabling opportunities?
• Part V Deepening Understanding
• 17 Expertise: Conceptual career long fascination
• 18 Professionalism: How does reflective teaching contribute to society?
• References
• Index

Author notes provided by Syndetics