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Theorising learning to teach in higher education / edited by Brenda Leibowitz, Vivienne Bozalek and Peter Kahn

Contributor(s): Material type: TextTextSeries: Publisher: Abingdon, Oxon ; New York, NY : Routledge, an imprint of the Taylor & Francis Group, 2017Description: xxii, 237 pages : illustrations ; 24 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9781138677272
Subject(s): LOC classification:
  • LB 2331 .T343 2017
Summary: Theorising Learning to Teach in Higher Education" provides both lecturers embarking on a career in higher education, and established members of staff, with the capacity to improve their teaching. The process of learning to teach, and the associated field of professional academic development for teaching, is absolutely central to higher education. Offering innovative alternatives to some of the dominant work on teaching theory, this volume explores three significant approaches in detail: critical and social realist, social practice and socio-material approaches which are divided into four sections: Sociomaterialism, Practice Theories, Critical and Social Realism, Crossover Perspectives. Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case-studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia
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Holdings
Item type Current library Call number Status Date due Barcode
Graduate Studies Graduate Studies DLSU-D GRADUATE STUDIES Graduate Studies LB 2331 .T343 2017 (Browse shelf(Opens below)) Available 3CIR201765876

Includes bibliographical references and index

Theorising Learning to Teach in Higher Education" provides both lecturers embarking on a career in higher education, and established members of staff, with the capacity to improve their teaching. The process of learning to teach, and the associated field of professional academic development for teaching, is absolutely central to higher education. Offering innovative alternatives to some of the dominant work on teaching theory, this volume explores three significant approaches in detail: critical and social realist, social practice and socio-material approaches which are divided into four sections: Sociomaterialism, Practice Theories, Critical and Social Realism, Crossover Perspectives. Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case-studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia

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