Reconstructing Professionalism in University Teaching

Informationen zum Autor Melanie Walker is Professor in the Faculty of Education, University of the West of England, Bristol. She was previously Director of the Teaching and Learning Service at the University of Glasgow, and has taught at the Universities of Cape Town and the Western Cape in South Africa. Klappentext How can academics carve out new and effective ways of working with students against a background of constant change and policy pressure? How can university teachers both enhance student learning and realize their own educational values? * What might be the shape of a new professionalism in university teaching? At the heart of this book is a small group of academics from very different disciplines making sense of their teaching situations. We witness each of their struggles and celebrations in designing a new course, engaging a large first year class, introducing a mentoring programme, nurturing independent learning through project work, using debates to develop students' critical thinking, and evaluating the success of their teaching. This book is the story of a higher education project, and central to the story are the attempts of university teachers to enact a critical professionalism in their everyday lives in teaching and learning; and also their development of a shared and collaborative dialogue. Each of the team seeks not only to improve their practice of teaching but also to explore amongst themselves what kind of professional they want to be and how to realize it in their work with students. Reconstructing Professionalism in University Teaching reveals how academics working together on researching their own teaching can both improve their students' learning and start to redefine their own professional roles. Inhaltsverzeichnis Acknowledgements Notes on contributors Preface Part one: Towards a new professionalism in university teaching Mapping our higher education projects Action research for equity in teaching and learning Collaboration with/in a community of practice Part two: Teachers and learners in action Introducing a mentoring programme Using debates in developing students' critical thinking Engaging a large first year class Measuring performance some alternative indicators Designing a new course Learning independently through project work Part three: Endings and beginnings Reconstructing professionalism in university teaching doing other/wise Index. ...

Texte du rabat

• How can academics carve out new and effective ways of working with students against a background of constant change and policy pressure?
  
  • How can university teachers both enhance student learning and realize their own educational values?
  • What might be the shape of a new professionalism in university teaching?

At the heart of this book is a small group of academics from very different disciplines making sense of their teaching situations. We witness each of their struggles and celebrations in designing a new course, engaging a large first year class, introducing a mentoring programme, nurturing independent learning through project work, using debates to develop students' critical thinking, and evaluating the success of their teaching.

This book is the story of a higher education project, and central to the story are the attempts of university teachers to enact a critical professionalism in their everyday lives in teaching and learning; and also their development of a shared and collaborative dialogue. Each of the team seeks not only to improve their practice of teaching but also to explore amongst themselves what kind of professional they want to be and how to realize it in their work with students.

Reconstructing Professionalism in University Teaching reveals how academics working together on researching their own teaching can both improve their students' learning and start to redefine their own professional roles.

Contenu

Acknowledgements
Notes on contributors
Preface
Part one: Towards a new professionalism in university teaching
Mapping our higher education projects
Action research for equity in teaching and learning
Collaboration with/in a community of practice
Part two: Teachers and learners in action
Introducing a mentoring programme
Using debates in developing students' critical thinking
Engaging a large first year class
Measuring performance
some alternative indicators
Designing a new course
Learning independently through project work
Part three: Endings and beginnings
Reconstructing professionalism in university teaching
doing other/wise
Index.