» » Learning to Teach in Higher Education

Download Learning to Teach in Higher Education epub

by Paul Ramsden

This study addresses the problem of how best to evaluate and improve the standard of higher education teaching in a climate of accountability and appraisal. It links educational theory and the practical realities of teaching. Designed for the use of practising lecturers, it argues that becoming a good teacher in higher education involves listening to one's students and changing one's understanding of teaching. The author argues for a more professional approach to university teaching. The first part of the book provides an outline of the experience of learning from the student's point of view, out of which grows a set of principles for effective teaching in higher education. Part 2 shows how these ideas can enhance educational standards, looking in particular at four problems facing every teacher in higher education: organizing the content of undergraduate courses, selecting teaching methods, assessing student learning and evaluating the effectiveness of teaching.
Download Learning to Teach in Higher Education epub
ISBN: 0415064147
ISBN13: 978-0415064149
Category: Other
Subcategory: Education
Author: Paul Ramsden
Language: English
Publisher: Routledge (December 5, 1991)
Pages: 256 pages
ePUB size: 1389 kb
FB2 size: 1872 kb
Rating: 4.9
Votes: 475
Other Formats: mbr txt mobi lit

Rose Of Winds
The information is concise and well written with good examples related to methodology. As a guide for emerging academic instructors, it gives information and assists in the development of style and confidence in teaching in higher education. I would definitely recommend adding it to one's resources library.
Learning to teach in higher education by Ramsden is a very good overview to the teaching strategies in the universities. "Teaching is to make students' learning possible" tells quite a lot about this book.
This is an excellent text for those wishing to either embark on a career in higher education / adult education or for those wishing to develop their skills in this area.

The book is divided into three major sections: learning and teaching in higher education, design for teaching and evaluating and improving quality.

The first section, learning and teaching in higher education, includes chapters that introduces readers to what is teaching from an adult perspective, how students learn, student centric versus teacher centric learning, and the practice and philosophical approaches to teaching and learning from a higher education perspective.

The second section, design for teaching, covers topics such as course goals and objectives, teaching strategies, and assessment.

The third section, evaluating and improving quality, provides an overview of evaluation and improvement in higher education.

The text book is easy to read, limits the use of jargon, and does not assume that the reader is either a novice or a highly experienced practitioner.

The use of case studies and examples from a number of universities across the world provides the reader with an insight into the issues that face educators in a variety of teaching contexts and across different specializations. My own teaching includes delivering programs in both Australia and China, and even though the student learning styles are diagrammatically opposite, there are methods and strategies within the text that can still be applied in both of these environments.

The book does not provide a prescriptive description of how teaching should be conducted, but it causes the reader to reflect on their own teaching practice and identify alternative options and strategies.

The author, Paul Ramsden, acknowledges that education contexts, environments and cultures do vary, and he provides guidance and advice that can be applied in a multitude of teaching and delivery scenarios.

Overall, I would highly recommend this text to anyone wishing to develop their skills in this area, and to provide it as a useful resource for departments looking at developing professional development for their own faculty.