Learning and Teaching in Higher Education
The Reflective Professional
- Greg Light - Northwestern University, USA
- Roy Cox
- Susanna Calkins - Northwestern University, USA
—Ken Bain, Vice Provost for Instruction, Montclair State University
Praise for the First Edition
"For too long we have waited for a book that brings together the best contemporary thinking about learning and teaching and that connects with academics' everyday teaching practice in an engaging way. At last, in this book, we have it."
—Ronald Barnett, Institute of Education, University of London
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. This new edition addresses key issues in the practice and theory of teaching and learning in the sector and includes updated and revised discussions of:
- the professional in academic practice
- mentoring
- teaching with technology
- the relationship between learning objectives, outcomes and assessment
- the novice teacher
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. They also propose a model for developing, conducting and producing evidence for continuous professional development appropriate to the higher education academic community.
Learning & Teaching in Higher Education: The Reflective Professional is intended for lecturers, researchers, staff developers and others providing and/or supporting teaching in higher and professional education.
An excellent book!
I found this helpful for ideas in encouraging students to develop reflective practice. It has also been recommended to Practice Educator's and I have used it myself when studying for my PGCE in HE, and also recommended it to fellow learners on that course.
This is a central text for all of our Postgraduate Diploma students who teach in HE. It is not simply a 'how to' book, rather it helps tp push trainee thinking beyond the classroom or workshop or lecture hall walls into the realms of ideas and thinking. The links to the 'doing' are strongly connected through the practice of professional and personal reflection. Thank you
Easy to read book which is beneficial for the lecturer and the students.
Ideal for cERT eD LEARNERS WHO REQUIRE A MORE APPLICABLE TEXT TO he TEACHING. wE ONLY HAVE A FEW he LECTURERS BUT i WOULD SUGGEST IT TO THEM.
Useful text for those embarking on a SEDA qualification in higher education settings. Contemporary theories considered.
This book covers a broad range of teaching genres. The personalised accounts in the book give guidance and allow the reader to make connections to their own work.
Another very useful book full of both theory and practical advice on application.
I found this to be a very well written book containing some interesting ways of thinking about aspects of learning and teaching in HE. This book has helped me to critically reflect on my own teaching. It provides a structure for me to develop my future teaching and learning strategies. The book is well organised and user friendly. I will certainly recommend this to our students in the new academic year.
A well written and well structured book. I would recommend it for teachers and student teachers in higher education. Excellent references are made to theory and practice and new ways of thinking. It allows the reader to critically reflect on their teaching and provides a framwork for continuous development for teachers and student teachers alike.
This text is an ideal book for recommending to students on a number of courses, but particularly those on BSc CSP & SCPHN. It's reflective approach allows the student to reflect on their own learning in HE, but also apply the principles in their own supervisory/teaching role.
While the essential character and approach of this book have been retained, this new edition has been substantially updated with references to recent research, literature and teaching practices. When the book was first published, the millennium had just happened. Now, after almost a decade, we have seen startling changes in the use of technology in higher education and the increasing globalization of learning and teaching.
Having been situated in both London and Chicago during this time, the authors were also conscious of the international tensions differentiating the study and practice of learning and teaching – particularly between the UK and the US. This new edition consciously draws upon the diverse body of international literature and describes key areas of agreement.
