This book highlights the importance of academic staff having focused conversations about teaching. The emphasis is on using this approach to build individual and team capacity and to bring about institutional change. It emphasises the distributed nature of expertise in teaching which exists at all levels in universities and how conversation can be harnessed to develop and share this. Drawing on research related to dialogue, coaching, communities of practice and building learning organisations, the text identifies simple yet effective ways to engage in learning conversations, develop educational practice, and achieve institutional goals.
Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.
İçerik tablosu
Chapter 1 Why conversations to change teaching?
Chapter 2 Conversations around peer review
Chapter 3 Developing collegial conversations
Chapter 4 Creating and sustaining group conversations
Chapter 5 Conversations with students about teaching
Chapter 6 Building reflective conversation in assessment of teaching
Chapter 7 Leading conversations to change teaching
Yazar hakkında
Karen Smith is Reader in Higher Education in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. Karen has worked within educational development and on lecturer development programmes. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire’s Professional Doctorate in Education. Karen also leads collaborative research and development in her School, where she engages in externally funded research and evaluation and supports the development of scholarly educational practice through practitioner research.
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