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Academic practice: developing as a professional in higher education

Academic practice: developing as a professional in higher education

Weller, Saranne

This publication explores keys topics that all academics will need to engage with in order to survive and flourish in today's increasingly complex higher education environment and will be an essential course text for the Postgraduate Certificate in Academic Practice (PgCAP) or Postgraduate Certificate in Teaching and Learning in Higher Education (PgCTLHE)

Hardback, Book. English.
Published Los Angeles: SAGE, 2015
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Details

Statement of responsibility: Saranne Weller
ISBN: 1446274225, 9781446274224
Physical Description: 272 pages ; 25 cm
Subject: Education.; College teaching.

Contents

  1. Becoming a teacher in higher education
  2. Part I: From disciplinary expert to teacher
  3. Developing disciplinary understanding
  4. Learning and teaching for interdisciplinarity
  5. Promoting critical approaches to the curriculum
  6. Working with students: from engagement to partnership
  7. Connecting research and teaching in practice
  8. Part II: Rethinking the university context
  9. Teaching for employability
  10. Developing inclusive learning and teaching
  11. Internationalising teaching in practice
  12. Enhancing learning in the digital university
  13. Supporting collaborative learning
  14. Part III: From disciplinary teacher to scholarly teacher
  15. Undertaking inquiry into learning and teaching

Reviews

The book targets new and early career teachers in HE, and promises an interesting perspective on the issues faced for new teachers as they enter academic life.  Many texts aimed at this group focus on the tools and techniques necessary to support new lecturers develop confidence within teaching and assessment practice and learning.  Weller takes a broader approach that unpacks some of the bigger picture agendas facing new teachers in constructing professional understanding. For example, Weller explores the situated nature of learning within disciplines, and wider questions of sustainability, inclusion, employability and internationalisation in delivering the curriculum.  Case studies provide additional practical support. Overall, the text might complement the development of new lecturers by providing  insight into a selection of bigger picture challenges for teaching in HE that shape curriculum delivery and entry into professional life.

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A welcome and timely addition to UKHE resources, this book frames HE teaching as a social and situated endeavour, challenging readers to own teaching as part of a multidimensional professional identity. There are no ‘top tips’ here, but rather a wealth of theoretical perspectives and exemplifying case studies that will both challenge readers and facilitate personal sense-making, empowering us to take ownership for the education choices we make.