Reflective Teaching in Higher Education

by Paul Ashwin, David Boud, Susanna Calkins, Kelly Coate, Fiona Hallett

Overview

Reflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. 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 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
- evidence-informed 'principle's 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

In addition to new case studies from a wider variety of countries than ever before, this new edition includes discussion of:
- What is meant by 'agency'
- Gender, ethnicity, disability and university teaching
- Digital learning spaces and social media
- Teaching career development for academics
- Decolonising the curriculum
- Assessment and feedback practices
- Teaching excellence and 'learning gain'
- 2015 UN General Assembly 2030 Agenda for Sustainable Development

reflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.

Product Details

ISBN-13:	9781350084681
Publisher:	Bloomsbury Publishing
Publication date:	02/20/2020
Series:	Reflective Teaching
Sold by:	Barnes & Noble
Format:	eBook
Pages:	472
File size:	5 MB

About the Author

Paul Ashwin is Professor of Higher Education at Lancaster University, UK.

The author team: David Boud (University of Technology, Sydney, Australia) | Kelly Coate (University of Sussex, UK) | Fiona Hallett (Edge Hill University, UK) | Gregory Light and Susanna Calkins (Northwestern University USA) | Kathy Luckett (University of Cape Town, South Africa) | Jan McArthur (Lancaster University, UK) | Iain McLaren and Michelle Tooher (National University of Ireland, Ireland) | Monica McLean (University of Nottingham, UK) | Velda McCune (University of Edinburgh, UK) | Katarina Mårtensson (Lund University, Sweden)
David Boud is Foundation Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University, Australia. He is also Emeritus Professor in the Faculty of Arts and Social Sciences at the University of Technology, Australia, and Research Professor in the Institute for Work-Based Learning, Middlesex University, UK.

Susanna Calkins directs faculty initiatives at the Searle Center for Advancing Learning and Teaching at Northwestern University, USA.
Kelly Coate is Professor of Higher Education and Pro Vice Chancellor for Education and Students at the University of Sussex, UK.
Fiona Hallett is Professor in Education and Associate Dean of the Graduate School at Edge Hill University, UK.
Iain MacLaren is Director of the Centre for Excellence in Learning and Teaching at the National University of Ireland, Galway, Ireland.
Jan McArthur is Senior Lecturer in Education and Social Justice at Lancaster University, UK. She has previously taught at the University of Edinburgh, UK, and Monash University, Australia.
Velda McCune is Deputy Director of the Institute for Academic Development and Head of Learning and Teaching at the University of Edinburgh, UK.
Monica McLean is Professor of Education in the School of Education at the University of Nottingham, UK. Her publications includes Pedagogy and the University and Professional Education, Capabilities and the Public Good.
Michelle Tooher is Educational Developer at the Centre for Excellence in Learning and Teaching at the National University of Ireland, Galway, Ireland.

Table of Contents

Preface
How to Use this Book
Introduction
Part I: Becoming Reflective
1. Identity. Who are we, 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 II: 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 III: Teaching for Learning
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 IV: 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 V: Deepening Understanding
16. Expertise. How do we develop a career-long fascination with teaching?
17. Professionalism. How does reflective teaching contribute to society?
Reflective activities
List of case studies, figures and research briefings
Bibliography
Index

Editorial Reviews

If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force.” —Times Higher Education (of the first edition)

“A popular and influential text. An impressive and newly constituted international team. A really up to date resource. Again, this book stands out from many others in this field. Although the book is rooted in very practical concerns, it takes its readership as a serious intellectual audience, and allows access to a field that recognises the complexity of what lecturers face.” —Jenni Case, Professor, Virginia Polytechnic Institute and State University, USA

“An excellent resource for academic developers whose role it is to shape the kinds of academics who are able to respond to the legitimate learning needs of their diverse student body, to meet the challenges and demands of their disciplines and prepare students for a complex and unknowable future.” —Lynn Quinn, Associate Professor, Rhodes University, South Africa

“A significant collaborative achievement with Paul Ashwin again marshalling an all-star international cast in a well-executed update to their seminal text on Reflective Teaching: a cutting-edge resource for teachers and researchers” —Professor David Carless, Faculty of Education, University of Hong Kong, Hong Kong

“The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book's strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda.” —Tamsin Hinton-Smith, Senior Lecturer in Higher Education and Deputy Director of the Centre for Teaching and Learning Research, University of Sussex, UK

“Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education.” —Jeannie Daniels, Senior Lecturer, University of West Scotland, UK

From the Publisher

If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force.

Times Higher Education

Reflective Teaching in Higher Education is playing in a space where a lot of books are clamouring for the attention of the lecturer who wants to improve their teaching (and who might or might not be doing a formal qualification to that end). This one stands out - with a distinctive style, largely, it seems, due to the rather unique writing process which has had a team of experts working collaboratively through the chapters, some initiating and others building on this. It comes together as a carefully crafted whole that has a fresh take on a field that is now quite well established. It is comprehensive and up-to-date and has a very contemporary feel in terms of the contexts and concerns in which it places itself. The use of quotes and case studies will draw the reader in, offering connections to people who face the real challenges of the contemporary university lecturer who has to work to meet the needs of a diverse group of students, often with limited training and resources. Although the book is rooted in very practical concerns, it takes its readership as a serious intellectual audience, and allows access to a field that recognises the complexity of what lecturers face.

Jenni Case

Reflective Teaching in Higher Education engages academics in a scholarly approach to reflective practice that will enable us to develop - and demonstrate - our teaching expertise. The authors skilfully guide readers in an inquiry process that integrates reflection on personal beliefs, research evidence and multiple dimensions of teaching practice to transform both learning and teaching experiences in higher education.

Lynn Taylor

Reflective Teaching in Higher Education is a rare book that manages to present the research and scholarship on teaching in higher education in an accessible manner, provide compelling case studies that bring the scholarship alive, and entice the reader into meaningful reflective learning moments. The authors bring together the writings and reflections of some of the world's most outstanding scholars and the result is a resource book which explores every aspect of learning and teaching through a wide range of lenses. It is a book which could truly expedite our endeavours to provide a higher education learning experience that is fit for purpose in the 21st century. Most of all it is a book which takes us on a journey of reflection of our own attitudes, approaches and values as teachers in higher education.

Lorraine Stefani

This substantial and timely, multi-authored book is self-conscious about making sense of a profession. Despite propaganda to the contrary, most people working in higher education see their chief responsibility as to teach, or to support those who do. They will also tell you that doing this well is their primary source of satisfaction, and, occasionally, of joy. Reflective Teaching in Higher Education will help all of those people: to confirm their commitment; to achieve that satisfaction more regularly; and even to light upon those moments of joy. It will prove very effective for all who choose to use it.

David Watson

In Reflective Teaching in Higher Education, Paul Ashwin and his colleagues have developed a convincing and holistic account of reflective practice in teaching - an account that is grounded in the latest research about effective learning, teaching and assessment. Ultimately directed towards us - the teachers - the book impresses with the multiplicity of thinking tools it offers: reflective activities, case studies with real experiences of teachers, research briefings and a most helpful selection of key readings. This is a must-read for all who care about their teaching and wish to continue to learn as teachers, as well as for all who care how we think about and understand teaching.

Manja Klemencic