Reflective Teaching in Higher Education

If I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force. * Times Higher Education (of the first edition) *
A popular and influential text. An impressive and newly constituted international team. A really up to date resource. Again, this book stands out from many others in this field. Although the book is rooted in very practical concerns, it takes its readership as a serious intellectual audience, and allows access to a field that recognises the complexity of what lecturers face. * Jenni Case, Professor, Virginia Polytechnic Institute and State University, USA *
An excellent resource for academic developers whose role it is to shape the kinds of academics who are able to respond to the legitimate learning needs of their diverse student body, to meet the challenges and demands of their disciplines and prepare students for a complex and unknowable future. * Lynn Quinn, Associate Professor, Rhodes University, South Africa *
A significant collaborative achievement with Paul Ashwin again marshalling an all-star international cast in a well-executed update to their seminal text on Reflective Teaching: a cutting-edge resource for teachers and researchers * Professor David Carless, Faculty of Education, University of Hong Kong, Hong Kong *
The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book’s strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda. * Tamsin Hinton-Smith, Senior Lecturer in Higher Education and Deputy Director of the Centre for Teaching and Learning Research, University of Sussex, UK *
Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education. * Jeannie Daniels, Senior Lecturer, University of West Scotland, UK *
I have found the previous edition of this book very helpful, with a good balance between the practical and theoretical components and some excellent critical evaluation of key concepts. The 2nd edition contains new content that adds both depth and breadth to the existing material. In particular, the discussions on diversity, decolonizing, digital learning and teaching excellence are all highly relevant in the current context. * Rachel Stone, Sheffield Hallam University, UK *