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Academic Teaching

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Academic teaching is a comprehensive, research-based textbook on teaching and learning in higher education. It is written from the point of view of teachers engaged in teaching and learning practicesin higher education. New challenges require university teachers to work very efficiently. This book forms a contribution to advancing integrated perspectives, increased knowledge, personal development, pedagogical competence and raised awareness. The authors, Maja Elmgren and Ann-Sofie Henriksson...

Academic teaching is a comprehensive, research-based textbook on teaching and learning in higher education. It is written from the point of view of teachers engaged in teaching and learning practicesin higher education. New challenges require university teachers to work very efficiently. This book forms a contribution to advancing integrated perspectives, increased knowledge, personal development, pedagogical competence and raised awareness. The authors, Maja Elmgren and Ann-Sofie Henriksson, provide a starting point, based on many years of experience as university teachers and pedagogical developers, for reflections on teaching and learning practices by posing a number of questions such as: • What factors contribute to the promotion of learning in higher education? • What is my own fundamental view on teaching and learning? • How do I base my teaching on students’ requirements and needs? • How can I vary teaching activities and assessment in order to promote learning? • How can I develop as a teacher? Academic teaching can be used in higher education teacher training. It is also suitable for individual teachers’ competence development. Second edition

    • Preface to the second edition in English
    • Preface to the first edition in English
    • Preface to the first swedish edition 1
      • 1
        13
        Introduction
      • 2
        21
        Knowledge and learning
        • 22
          What is learning?
        • 25
          Approaches to learning
        • 31
          Knowledge, competence and attitudes
        • 35
          Theories of knowledge: a brief overview
        • 36
          Pedagogical research traditions
        • 46
          Memory
        • 52
          Theories dealing with the brain and nervous system
        • 54
          Questions for reflection
        • 54
          Further reading
      • 3
        57
        What promotes learning?
        • 58
          A positive learning climate
        • 59
          Motivation and engagement
        • 61
          Working with preconceptions and cognitive conflicts
        • 63
          Clear and carefully chosen outcomes
        • 65
          Constructive alignment
        • 66
          Active collaborative learning
        • 68
          Variation
        • 68
          Feedback
        • 69
          Control of learning and metacognition
        • 70
          Questions for reflection
        • 71
          Further reading
      • 4
        73
        Students
        • 74
          Prior knowledge and preconceptions
        • 75
          Understanding essential concepts
        • 78
          Formative assessment
        • 80
          Expectations and motivation
        • 92
          Different learning styles
        • 105
          How can diversity be accommodated and utilised?
        • 109
          The Swedish Discrimination Act
        • 113
          Meeting students and the role of the teacher
        • 114
          Students as co-creators
        • 117
          Summative course evaluations
        • 128
          Questions for reflection
        • 129
          Further reading
      • 5
        131
        The role of the teacher
        • 132
          Teacher development
        • 137
          The didactic triangle
        • 139
          The relationship between teacher and student
        • 141
          An exploratory approach
        • 150
          Finding your own teaching style
        • 152
          Frameworks
        • 155
          Demonstrating pedagogical skill
        • 158
          Questions for reflection
        • 158
          Further reading
      • 6
        159
        Choosing and formulating outcomes
        • 161
          Starting points when choosing outcomes
        • 173
          Course outcomes for various competences and levels of knowledge
        • 189
          Constructive alignment
        • 190
          Questions for reflection
        • 191
          Further reading
      • 7
        193
        Teaching and learning activities
        • 195
          Choosing teaching methods
        • 205
          Activating students
        • 226
          Rhetoric
        • 238
          Activities that develop presentation, dialogue and debate
        • 240
          Research basis and scientific approach
        • 243
          Labour market links and employability
        • 244
          Supervision in work placement
        • 248
          Supervising degree projects
        • 254
          Supervising groups
        • 259
          Comparing various problem-based methods
        • 263
          Constructive and fruitful feedback
        • 269
          Questions for reflection
        • 271
          Further reading
      • 8
        273
        Assessment
        • 274
          Why assess?
        • 275
          Assessment methods govern
        • 278
          Varied assessment
        • 291
          Assessing complex knowledge
        • 295
          Systematic test design and scoring
        • 300
          Assessing with the aid of criteria and taxonomies
        • 308
          Built-in feedback
        • 312
          Formal aspects including cheating and plagiarism
        • 314
          Questions for reflection
        • 316
          Further reading
      • 9
        317
        Educational development
        • 317
          Points of departure
        • 322
          A model for teacher development
        • 325
          Creative educational environments and academic leadership
        • 326
          Forms of collaboration and development
        • 333
          Implementing educational development projects
        • 340
          Balancing ambition and reality
        • 341
          Questions for reflection
        • 341
          Further reading
    • 343
      References
    • 343
      Books and journal papers
    • 357
      Web links
    • 358
      Government Publications
    • 361
      Index

Information

Författare:
Maja Elmgren Ann-Sofie Olding
Översättare:
Donald S. MacQueen
Språk:
Engelska
ISBN:
9789144124025
Utgivningsår:
2014
Revisionsår:
2018
Artikelnummer:
38367-02
Upplaga:
Andra
Sidantal:
368

Författare

Maja Elmgren

Maja Elmgren är universitetslektor i fysikalisk kemi, docent och excellent lärare samt pedagogisk ledare och utvecklare vid Uppsala universitet. He...

Ann-Sofie Olding

Ann-Sofie Olding är jurist, tidigare pedagogisk utvecklare och enhetschef vid Kungliga tekniska högskolan och numera verksam inom ideell sektor. He...

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