Academic Growth in Higher Education

Questions and Answers
Erscheinungsjahr 2018
ISBN: 978-90-04-38932-8
Verlag: Brill

Buch, Englisch, 234 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 388 g

Many changes in higher education have derived from Europe-wide initiatives such as the Bologna process, and have given increasing attention to student-centred learning and teaching approaches, allied to growth in teachers’ scholarship and academic development. Academic Growth in Higher Education: Questions and Answers centers around a decade-long research project, which is one component of a long-standing programme focused on ways to promote academic development and scholarship in higher education.

The purpose of the book is to highlight debates and issues important in teaching and learning at the tertiary level in universities, colleges and schools – exploring issues that teachers and lecturers will need to address throughout their professional lives. These issues surround acts of student-centred learning, inquiry-based learning, teachers’ own practices in the classroom and, every bit as significant, the activities generated by their students in the process of learning. The intention is to identify some of the debates relevant to teaching and learning, to challenge some of the orthodoxies within traditional forms of teaching and learning, and to suggest some solutions though current practice over a wide context of activity.

Autoren/Hrsg.

Pedrosa-De-Jesus, Helena

Watts, Mike

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Hochschuldidaktik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Acknowledgements

List of Figures and Tables

Notes on Contributors

1 Introduction: ‘Debates and Dilemmas’

Helena Pedrosa-de-Jesus, Júlio Pedrosa and Mike Watts

2 Developments and Challenges in Widening Participation in HE: A Reflection from Portugal

Júlio Pedrosa

3 Teaching, Learning and Research: An Analysis of the Academic and Political Agenda

Carlinda Leite

4 The Advent and Implications of SoTL: Overview of the Initiation and Development of SoTL Internationally

Vaneeta D’Andrea

5 A University Learning and Teaching Unit: Work in Practice

Fiona Denney

6 Challenging Physics Lectures through Questioning and Collaborative Work: Research Developed in Portuguese Higher Education Institutions

Nilza Costa

7 Using an Understanding of Cognitive Styles to Enhance Pedagogy

Carol Evans

8 The Effects of Collaborative Learning on Students’ Achievements and Skills According to Their Learning Styles within an E-Learning Environment: Qatar University

Aisha Fadl A. A. Al-Kaabi and Sarmin Hossain

9 Promoting University Students’ Inquiry-Based Learning through Use of Questioning: Review of Previous Research and Description of New Research in Japan

Yoshinori Oyama and Emmanuel Manalo

10 Student-Centred Inquiry and the Awareness of One`s Own Lack of Knowledge: Building Unknowns about Objects

José Otero and Cleci T. Werner da Rosa

11 Can ‘Feed-Forward’ Work? University Students’ Perceptions of Their Preflective Practice

Richard Malthouse and Jodi Roffey-Barentsen

12 Research, Design, Approaches and Methods

Helena Pedrosa-de-Jesus, Mike Watts and Betina da Silva Lopes

13 Approaches to Student Inquiry-Led Learning

Helena Pedrosa-de-Jesus, Aurora Coelho Moreira and Mike Watts

14 Academics’ Conceptions about Teaching and Its Implication towards Pedagogical Innovation

Betina da Silva Lopes

15 Models of Teachers’ SoTL

Helena Pedrosa-de-Jesus, Cecilia Guerra and Mike Watts

16 Assessment and Feedback

Helena Pedrosa-de-Jesus, Aurora Coelho Moreira, Betina da Silva Lopes, Cecília Guerra and Mike Watts

17 Teacher Reflections

Helena Pedrosa-de-Jesus and Mike Watts

18 Summary

Helena Pedrosa-de-Jesus, Júlio Pedrosa and Mike Watts

Index

Über Autor(innen)

Helena Pedrosa-de-Jesus, Associate Professor with Habilitation at University of Aveiro Portugal, was responsible for studies concerning science education, supervision and Academic Development in Secondary and Higher Education. She has published numerous journal articles, conference papers and book chapters.

Mike Watts, Professor of Education at Brunel University London, has published numerous books and articles, principally in science education and university teaching and learning. He is a Fellow of the Institute of Physics, a UK National Teaching Fellow, and Director of Internationalisation for Brunel’s Department of Education.