9780335208166 - Reconstructing Professionalism In University Teaching (SRHE and Open University Press Imprint) von Walker, . (7 Ergebnisse)

Zustand: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Zustand: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. Clean from markings. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,450grams, ISBN:9780335208166.

Paperback. Zustand: Good. Paperback. One or two instances of minor wear on front cover. Abrasion on page block foot, causing a little damage to early lower page edges. All text is clear. Published with SRHE. TS. Used.

Paperback. Zustand: Very Good. First Edition. Type: Book Previous owner's signature inside front cover.* How can academics carve out new and effective ways of working with students against a background of constant change and policy pressure? * How can university teachers both enhance student learning and realize their own educational values? * What might be the shape of a new professionalism in university teaching? At the heart of this book is a small group of academics from very different disciplines making sense of their teaching situations. We witness each of their struggles and celebrations in designing a new course, engaging a large first year class, introducing a mentoring programme, nurturing independent learning through project work, using debates to develop students' critical thinking, and evaluating the success of their teaching. This book is the story of a higher education project, and central to the story are the attempts of university teachers to enact a critical professionalism in their everyday lives in teaching and learning; and also their development of a shared and collaborative dialogue. Each of the team seeks not only to improve their practice of teaching but also to explore amongst themselves what kind of professional they want to be and how to realize it in their work with students. Reconstructing Professionalism in University Teaching reveals how academics working together on researching their own teaching can both improve their students' learning and start to redefine their own professional roles.

Zustand: New. In.

Zustand: New. &Uumlber den AutorrnrnMelanie Walker is Professor in the Faculty of Education, University of the West of England, Bristol. She was previously Director of the Teaching and Learning Service at the University of Glasgow, and has taught at the .

Taschenbuch. Zustand: Neu. Neuware - \* How can academics carve out new and effective ways of working with students against a background of constant change and policy pressure \* How can university teachers both enhance student learning and realize their own educational values \* What might be the shape of a new professionalism in university teaching At the heart of this book is a small group of academics from very different disciplines making sense of their teaching situations. We witness each of their struggles and celebrations in designing a new course, engaging a large first year class, introducing a mentoring programme, nurturing independent learning through project work, using debates to develop students' critical thinking, and evaluating the success of their teaching.This book is the story of a higher education project, and central to the story are the attempts of university teachers to enact a critical professionalism in their everyday lives in teaching and learning; and also their development of a shared and collaborative dialogue. Each of the team seeks not only to improve their practice of teaching but also to explore amongst themselves what kind of professional they want to be and how to realize it in their work with students.Reconstructing Professionalism in University Teaching reveals how academics working together on researching their own teaching can both improve their students' learning and start to redefine their own professional roles.