This book provides a contemporary view of the characteristics of expertise for teaching in higher education, based on the strong foundation of research into expertise, and empirical and practical knowledge of the development of teaching in higher education.
Taking key themes related to the characteristics of expertise, this edited collection delivers practical ideas for supporting and enabling professional learning and development in higher education as well as theoretical constructs for the basis of personal reflection on practice. Providing an accessible, evidence-informed theoretical framework designed to support individuals wishing to improve their teaching, Developing Expertise for Teaching in Higher Education considers teaching excellence from an expertise perspective and discusses how it might be supported and available to all. It invites a call to action to all policymakers and strategic leaders who make a claim for teaching excellence to consider how professional learning and the development of expertise can be embedded in the culture, environment and ways of working in higher education institutions.
Full of practical examples, based on scholarship and experience, to guide individual teachers, educational developers and policymakers in higher education, this book is a must-read text for those new to teaching in higher education and those looking to improve their practice.
Author(s): Helen King
Series: The Staff and Educational Development Series
Publisher: Routledge
Year: 2022
Language: English
Pages: 272
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
Notes on the editor and contributors
Foreword
Acknowledgements
Introduction: Developing expertise for teaching in higher education
PART I: Perspectives on expertise for teaching in higher education
1. The characteristics of expertise for teaching in higher education
2. Critical reflection as a tool to develop expertise in teaching in higher education
3. Zhuangzi and the phenomenology of expertise: Implications for educators
4. A whole-university approach to building expertise in higher education teaching
5. The importance of collaboration: Valuing the expertise of disabled people through social confluence
6. Supportive woman, engaging man: Gendered differences in student perceptions of teaching excellence
PART II: Pedagogical content knowledge
7. Exploring and developing pedagogical content knowledge in higher education
8. Professional identity in clinical legal education: Re-enacting the disciplinary concept of ‘thinking like a lawyer’
9. Reflective practice as a threshold concept in the development of pedagogical content knowledge
10. Developing pedagogical content knowledge through the integration of education research and practice in higher education
PART III: Professional learning for higher education teaching
11. Professional learning for higher education teaching: An expertise perspective
12. Educative case-making: A learner-centred approach to supporting the development of pedagogical expertise in higher education
13. Collaboration and mentoring to enhance professional learning in higher education
PART IV: The artistry of teaching
14. Developing adaptive expertise: What can we learn from improvisation and the performing arts?
15. Developing the improvising teacher: Implications for professionalism and the development of expertise
16. Emotion work and the artistry of teaching
Index
