1st Edition

Developing Expertise for Teaching in Higher Education Practical Ideas for Professional Learning and Development

Edited By Helen King Copyright 2022
    272 Pages 10 B/W Illustrations
    by Routledge

    272 Pages 10 B/W Illustrations
    by Routledge

    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.


    Roger Kneebone

    Introduction: developing expertise for teaching in higher education 

    Part I: Perspectives on expertise for teaching in higher education

    1: The characteristics of expertise for teaching in higher education
    Helen King

    2: Critical reflection as a tool to develop expertise in teaching in higher education
    Leonardo Morantes-Africano

    3: Zhuangzi and the phenomenology of expertise: implications for educators
    Charlie Reis

    4: A whole-university approach to building expertise in higher education teaching
    Deanne Gannaway

    5: The importance of collaboration: valuing the expertise of disabled people through social confluence
    Beth Pickard

    6: Supportive woman, engaging man: gendered differences in student perceptions of teaching excellence
    Kathryna Kwok and Jackie Potter

    Part II: Pedagogical content knowledge

    7: Exploring and developing Pedagogical Content Knowledge in higher education
    John Bostock

    8: Professional identity in clinical legal education, re-enacting the disciplinary concept of ‘thinking like a lawyer’
    Rachel Wood

    9: Reflective practice as a threshold concept in the development of Pedagogical Content Knowledge
    Rebecca Turner and Lucy Spowart

    10: Developing Pedagogical Content Knowledge through the integration of education research and practice in higher education
    Erika Corradini

    Part III: Professional learning for higher education teaching

    11: Professional learning for higher education teaching: an expertise perspective
    Helen King

    12: Educative case-making: a learner-centred approach to supporting the development of pedagogical expertise in higher education
    Alexandra Morgan and Emmajane Milton

    13: Collaboration and mentoring to enhance professional learning in higher education

    a) Discipline-based education specialists: an embedded model for supporting the development of teaching expertise in undergraduate science education:
    Warren Code & Ashley Welsh

    b) Developing teaching expertise through peer support:
    Dawn Reilly & Liz Warren

    c) Two heads are better than one:
    Laura Heels & Lindsay Marshall

    d) Program SAGES: promoting collaborative teaching development through graduate student/faculty partnerships:
    Isabelle Barrette-Ng, John Dawson & Eliana El Khoury

    Part IV: The artistry of teaching

    14: Developing adaptive expertise: what can we learn from improvisation and the performing arts?
    Richard Bale

    15: Developing the improvising teacher: implications for professionalism and the development of expertise
    Nick Sorensen

    16: Emotion work and the artistry of teaching
    Peter Fossey


    Helen King is Deputy Director and Professor of Academic Practice at the University of the West of England, Bristol, UK