Knight, Peter (2002). Being a teacher in Higher Education. Maidenhead, UK: Society for Research in Higher Education and the Open University Press.
|Google Scholar:||Look up in Google Scholar|
Being A Teacher in Higher Education draws extensively on research literatures to give detailed advice about the core business of teaching: instruction, learning activities, assessment, planning and getting good evaluations. It offers hundreds of practical suggestions in a collegial rather than didactic style.
This is not, however, another book of tips or heroic success stories. For one thing Peter Knight appreciates the different circumstances that new, part-time and established teachers are in. For another, he insists that teaching well (and enjoying it) is as much about how teachers feel about themselves as it is about how many slick teaching techniques they can string together. He argues that it is important to develop a sense of oneself as a good teacher (particularly in increasingly difficult working conditions); and it is for this reason that the final part of this work is about career management and handling change.
This is a book about doing teaching and being a teacher: about reducing the likelihood of burn-out and improving the chances of getting the psychic rewards that make teaching fulfilling. It is an optimistic book for teachers in universities, many of whom feel that opportunities for professional fulfilment are becoming frozen.
|Item Type:||Authored Book|
|Extra Information:||This work has been published in Spanish as 'El profesorado de Educación Superior: Formación para la excelencia': Narcea S.A., Madrid, Spain, 2005.
ISBN: 84-277-1487-4 & 978-84-277-1487-8
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 12 not found.|
|Date Deposited:||16 May 2006|
|Last Modified:||07 Feb 2017 11:22|
|Share this page:|