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.
"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."
"This book provides teachers in higher education with what they need - a compelling framework for improving student learning. It combines a comprehensive synthesis of the latest research on learning and teaching with practical strategies for implementing it in their classrooms."
It is a very good book, well-written, easily understandable and close to my needs and expectations as a lecturer
Interesting book with some very good sections. Quite a lot of 'how-to' detail on lecturing / tutoring.
This text is a useful addition to the booklist for my module Pedagogy and Learning in Higher Education on the MA Learning and teaching in HE. I found the teaching observation guidelines very useful especially in supporting the Peer Observation arrangements.
general additional resource
This remains a core text on issues of reflective practice, particularly for those who want a more theoretical introduction in the initial chapters.
This is a good theory-informed survey of reflective practice in teaching and learning in higher education: useful not only for participants on our diploma modules but also for those doing their masters dissertation. It is a book to come back to.
The book provides some useful ideas and framework for improving student learning. It would be even better, however, contain some content dealing with more diverfied students population like one can see in higher education in various countries.
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.
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.
