Developing Expertise for Teaching in Higher Education : Practical Ideas for Professional Learning and Development book cover
1st Edition

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

Edited By

Helen King

ISBN 9781003198772
Published March 21, 2022 by Routledge
272 Pages 10 B/W Illustrations

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Book Description

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.

Table of Contents


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

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