Theorising Learning to Teach in Higher Education provides both lecturers embarking on a career in higher education and established members of staff with the capacity to improve their teaching. The process of learning to teach, and the associated field of professional academic development for teaching, is absolutely central to higher education. Offering innovative alternatives to some of the dominant work on teaching theory, this volume explores three significant approaches in detail: critical and social realist, social practice and sociomaterial approaches, which are divided into four sections:
- Practice theories
- Critical and social realism
- Crossover perspectives.
Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia.
Both challenging and enlightening, this book argues the need for theory in order to advance scholarship in the field and achieve goals related to social justice in higher education systems across the world. It draws attention to newly emerging theoretical perspectives and relatively underused perspectives to demonstrate the need for theory in relation to learning to teach.
This book will appeal to academics interested in how they come to learn to teach, to administrators and academic developers responsible for professional development strategies at universities and masters and PhD level students researching professional development in higher education.
Table of Contents
Part 1: Sociomaterialism 1. How Sociomaterial Approaches Could Support Higher Education as a Critical Practice 2. Reflecting on Things: Sociomaterial Perspectives on Academic Development 3. Diffracting Learning/Teaching Entanglements: A South African Vice-Chancellor’s Perspective 4. Knowledge Infrastructures, Digital Higher Education and the Hidden Curriculum Part 2: Practice Theories 5. Learning to Teach as the Development of Practice 6. Developing Professionally: A Practice Based Perspective 7. Stewardship as Practice: ‘Learning on-the-Job’ for the Academic Development Newcomer 8. Cultural-Historical Approaches to Teaching and Learning in Higher Education: Teaching to Support Student Agency Part 3: Critical and Social Realism 9. Critical and Social Realism as Theoretical Resources for Thinking about Professional Development and Equity 10. Teaching in Higher Education as a Collective Endeavour 11. ‘Extreme Teaching’: Exercising Agency in Difficult Contexts Part 4: Crossover Perspectives 12. Researching Learning to Teach: A Narrative on ‘Crossing Over’ 13. Putting Theory to Work: Comparing Theoretical Perspectives on Academic Practices in Teaching and Learning Change 14. Post-script on Theorising Learning to Teach: Insights, Absences and Future Possibilities
Brenda Leibowitz is Chair of Teaching and Learning in the Education Faculty at the University of Johannesburg, South Africa.
Vivienne Bozalek is Professor of Social Work and Director of Teaching and Learning at the University of the Western Cape (UWC), South Africa.
Peter Kahn is Director of Studies for the online professional doctorate (EdD) in Higher Education at the University of Liverpool, UK.