Includes bibliographical references and index.

Part 1. Becoming reflective. Identity: who we are as teachers and who are our students? -- Learning: how do students develop their understanding? -- Reflection: how can we develop the quality of our teaching? -- Principles: what are the foundations of effective teaching and learning? -- Part 2. Creating conditions for learning. Contexts: how do they shape us and how do we shape them? -- Relationships: how are we getting on together? -- Engagement: how does our engagement with teaching influence student learning? -- Spaces: how are we creating environments for learning? -- Part 3. Teaching for understanding. Curriculum: what is to be taught and learned? -- Planning: how are we implementing curricula? -- Teaching: how can we develop strategies focused on student understanding? -- Communication: how can we support learning through dialogue? -- Assessment: how does it make a contribution to learning? -- Part 4. Reflecting on consequences. Quality: how are we monitoring and enhancing the quality of teaching and learning? -- Inclusion: how are we enabling opportunities? -- Part 5. Deepening understanding. Expertise: how do we develop a career-long fascination with teaching? -- Professionalism: how does reflective teaching contribute to society?

"Reflective Teaching in Higher Education supports both those at the start of an academic career, whether as part of a structured programme, an individual accreditation route, or a personal interest in teaching, and extended career-long professionalism for all those teaching in the higher education sector. This innovative book offers two levels of support:- Comprehensive and accessible guidance on key issues in higher education teaching practice including strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion. - Evidence-informed 'principles' and 'concepts' to encourage a deeper understanding of teaching practices in higher education - based on international research findings about effective learning, teaching and assessment in higher education, including the outcomes of the Teaching and Learning Research Programme (TLRP).A number of international higher education experts were selected to develop this text including:- David Boud (University of Technology, Sydney, Australia)- Kelly Coate (King's Learning Institute, King's College London, UK)- Kerri-Lee Krause (University of Western Sydney, Australia)- Brenda Leibowitz (University of Johannesburg, South Africa)The Reflective Teaching Series is coordinated and edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme (TLRP). This book and website draw upon his work and the work of many years of accumulated understanding of generations of practitioners and educationalists. The associated website, reflectiveteaching.co.uk, offers an enormous range of supplementary resources including reflective activities, research briefings, advice on further reading and up-to-date policy and curriculum documents. It also features a compendium of educational terms, links to useful websites and showcases examples of excellent research and practice. Reflective Teaching in Higher Education is one of the Reflective Teaching Series - applying principles of reflective practice in early years, schools, further, higher and adult education"-- Provided by publisher.

"Reflective Teaching in Higher Education supports both those at the start of an academic career, whether as part of a structured programme, an individual accreditation route, or a personal interest in teaching, and extended career-long professionalism for all those teaching in the higher education sector. This innovative book offers two levels of support: - Comprehensive and accessible guidance on key issues in higher education teaching practice including strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion. - Evidence-informed 'principles' and 'concepts' to encourage a deeper understanding of teaching practices in higher education - based on international research findings about effective learning, teaching and assessment in higher education, including the outcomes of the Teaching and Learning Research Programme (TLRP). A number of international higher education experts were selected to develop this text including: - David Boud (University of Technology, Sydney, Australia) - Kelly Coate (King's Learning Institute, King's College London, UK) - Kerri-Lee Krause (University of Western Sydney, Australia) - Brenda Leibowitz (University of Johannesburg, South Africa) The Reflective Teaching Series is coordinated and edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme (TLRP). This book, companion reader and website draw upon his work and the work of many years of accumulated understanding of generations of practitioners and educationalists"-- Provided by publisher.