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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.
List of contents
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 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
About the author
Helen King is Deputy Director and Professor of Academic Practice at the University of the West of England, Bristol, UK
Summary
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.
