This volume presents an edited compilation of papers about the process of developing capable professionals and practitioners in every field in higher education. Current developments are reviewed, covering the issues raised in the Dearing Report, and the importance of self-management is emphasized.

′This book provides teachers in higher education with what they need - a compelling framework for improving student learning. It combines a comprehensive synthesis of the latest research on learning and teaching with practical strategies for implementing it in their classrooms′ - Professor Ken Bain, Author of What the Best College Teachers Do, Vice Provost for Instruction, Montclair State UniversityPraise for the First Edition:`For too long we have waited for a book that br...

With the growth of work based learning and practitioner research this book leads the way by addressing key issues faced by ′insider-researchers′ - learners, practitioners and managers doing research projects in the organizations and communities in which they themselves work, or where they are already familiar with the setting.The authors explore the implications of these research contexts, and discuss approaches and methodologies that work based researchers might adopt, with a part...

This book makes the case for reflective practice in post-compulsory teaching, showing how reflective practice might support teachers, as well as being compulsory.

Based on lessons learned from the ASSET programme, a national project to develop a competence-based model of curriculum and assessment, this text presents a research based description of a possible future for higher education and for education of the profession.

Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher...

Assessment is a value-laden activity surrounded by debates about academic standards, preparing students for employment, measuring quality and providing incentives. There is substantial evidence that assessment, rather than teaching, has the major influence on students’ learning. It directs attention to what is important and acts as an incentive for study.This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do and arg...

Tools for Teaching in an Educationally Mobile World examines the challenges that undergraduate and postgraduate teachers often encounter when working with students from different national and cultural backgrounds. It focuses on the consequences for interactive teaching and for course design in a world where students, ideas and courses are mobile, using examples and experiences from a wide range of disciplines and national contexts. It not only considers Anglophone countries, inclu...

Will todays curriculum prepare secondary school students for life in the 21st century?

Bridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period, including:the process of changeeducational vision for ICT...

This book considers the cognitive nature of courses connected with ICT or using ICT as an integral part of the course, including some views on the associated learning and teaching styles. Which factors lead to learning outcomes and are these intended or fortuitous? Factors may include ones specific to particular subject areas and their relationship with ICT, motivation associated with ICT usage, the interest which teachers, pupils and students who enjoy using ICT bring to the learning cont...

Feedback is a crucial element of teaching, learning and assessment. There is, however, substantial evidence that staff and students are dissatisfied with it, and there is growing impetus for change.Student Surveys have indicated that feedback is one of the most problematic aspects of the student experience, and so particularly in need of further scrutiny. Current practices waste both student learning potential and staff resources. Up until now the ways of addressing these problems ...