1st Edition
Developing Expertise for Teaching in Higher Education Practical Ideas for Professional Learning and Development
Foreword
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 Warrenc) Two heads are better than one:
Laura Heels & Lindsay Marshalld) 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
Biography
Helen King is Deputy Director and Professor of Academic Practice at the University of the West of England, Bristol, UK
