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.
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.
This is a book that has been recommended to my learners to use with assignments on the PGCE/Cert Ed to work on their reflective journal. learners are looking at different models and this book has been informative in looking at the reflective process.
thorough and informative linked to level 5 DTLLS
My post-graduate students have found this helpful when reflecting on their practice.
A good text for Masters level education courses. Particularly useful sections on reflective practice and making links between learning objectives, outcomes and assessment. Both of these aspects tend to be challenging areas of learning for trainee teachers
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.
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
The reflective practitioner is an important part of this module so this book will fit nicely into their wider reading.
This book is useful for Cert Ed students, particularly in year 2 as they are moving towards reflection in relation to going for QTLS status
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.
