Society for Research into Higher education & Open University Press,
2006.
1 online resource (xii, 228 pages) :
illustrations
Includes bibliographical references (pages 206-214) and index.
Preface: Why did I write this book? -- Introduction -- What is meant in education by 'reflecting'? -- What does reflection have to Offer in higher education? -- On what models can we base reflective learning and teaching? -- How does analytical reflection affect learning? -- How does evaluative reflection affect learning? -- What can we do to encourage students to reflect effectively? -- How can you adapt ideas from my teaching, for yours? -- Why and how should we start innovating nowadays? -- How can such innovations be evaluated? -- Where should you read about other work in this field? -- Postscript.
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"On Becoming an Innovative University Teacher shows readers how to plan, run and monitor innovative activities to engage their students in effective reflective learning. Each chapter begins by posing a question with which university and college teachers can be expected to identify, then answers the question by presenting a series of examples; thereafter the writer frankly airs his own second thoughts on what he has offered."--Jacket.
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
EBL
287851
On becoming an innovative university teacher.
College teachers-- Training of.
College teaching.
Educational innovations.
Experiential learning.
Reflection (Philosophy)-- Study and teaching (Higher)
College teachers-- Training of.
College teaching.
EDUCATION-- Higher.
Educational innovations.
Experiential learning.
Reflection (Philosophy)-- Study and teaching (Higher)