Overview

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. 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. - 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. This new edition gives greater coverage of contemporary topics, including: the climate and nature emergency; Generative Artificial Intelligence (GenAI) including ChatGPT; the use of digital education and digital capabilities following the global pandemic; consideration of the intended outcomes of higher education for students. This edition features a greater diversity of students, teachers, institutional and disciplinary contexts, and national/international settings. It includes updated case studies, reflective activities, and research briefings, drawing on literature from a broader range of countries. 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.

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9781350496873

Table of Contents

Reviews

This new edition offers a very positive contribution to the literature in this area. It maintains its distinctive focus on reflective practice which is vital to all practitioners studying practice-based professional development programmes/PGCerts. -- Jennie Mills, Associate Professor, Acting Head of the Academic Development Centre, University of Warwick, UK * Proposal Review * The proposed new edition is a timely and welcome initiative. It makes a positive contribution through the consideration of key issues in a post-pandemic sector and I am very pleased to see decolonization of the curriculum explicitly referred to for the new edition of the text. -- Caroline Lewis, Lecturer and Programme Director for the Education Studies (BA) programme, University of Wales Trinity Saint David, UK * Proposal Review * This new edition brings things up to date, addresses some more topical issues, and just feels like it refreshes the outlook of the text. I agree with the statement in the review document which suggests that the Learning section would benefit coming sooner in the book as the contexts of learning are something which need to be unpacked and understood more readily. -- Jason Hirons, Senior Lecturer & Course Leader Distance Learning, Arts University Plymouth, UK * Proposal Review * The new edition proposes to address both students' and teachers' crucial themes. It also offers to explore current HE agendas and concerns such as inclusion and diversity, decolonization, AI and Climate emergency. The inclusion of new sections has the potential to be very useful and adapted to the current context of HE in the UK and other regions of the world, providing opportunities to reduce ethnocentrism and diversify the approach to Learning and Teaching. -- Tania Dias Fonseca, Senior Lecturer in Learning and Teaching, Learning and Teaching Enhancement Centre, Kingston University, UK * Proposal Review * Paul Gibbs, East European University “This is an accessible teach written by practitioner and scholars of the highest order. My students understand what it promotes”. -- Paul Gibbs, East European University, Georgia * Research Pack * “Reflective teaching in higher education is a key text for all academics; those new to the role and those who would like a refreshing look at their own practices to develop professionally. Drawing on key research and promoting reflection, it provides an overview of topics relevant to teaching and learning practices in higher education.” -- Rebecca Westrup, University of East Anglia, UK * Research Pack * Jo Bowser-Angermann, Anglia Ruskin University, UK “The text is recommended to our students on our 30credit module on the PGCert entitled, ‘Enhancing learning and teaching through reflective practice’ because it underpins the principles of ‘reflective practice’. It helps students to understand that becoming a reflective practitioner is key to deepening and improving their teaching practice in higher education contexts. It also helps students to make a link between approaches to the curriculum and teaching and learning and your pedagogical approach … There are no aspects of the book that are cause for concern or reservation.” -- Jo Bowser-Angermann, Anglia Ruskin University, UK * Research Pack * “This book offers a contemporary and comprehensive approach on reflective teaching. It provides an understanding of the demands faced in in higher education and proposes tools to ensure continuous creativity and the development of the intellectual processes. It is an excellent collaborative achievement and resource for academics worldwide.” -- Vanessa Coelho, University of Essex, UK * Proposal Review *

Author Information

Paul Ashwin is Professor of Higher Education at Lancaster University, UK. The author team: Margaret Blackie (Rhodes University, South Africa) | David Boud (Deakin University, Australia) | Susanna Calkins (Rosalind Franklin University of Medicine and Science, USA) | Kelly Coate (Richmond American University, UK) | Fiona Hallett (Edge Hill University, UK) | Camille Kandiko Howson (Imperial College London, UK) | Gregory Light (Northwestern University USA) | Kathy Luckett (University of Cape Town, South Africa) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Iain McLaren (National University of Ireland, Ireland) | Karen Mpamhanga (University of Hertfordshire, UK | Rebecca Schendel (Boston College, USA)) | Michelle Tooher (National University of Ireland, Ireland)

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