Professionalism in practice: key directions in higher education learning, teaching and assessment

Sambell, Kay, Brown, Sally and Graham, Linda (2017) Professionalism in practice: key directions in higher education learning, teaching and assessment. Palgrave Macmillan. Full text not available from this repository.

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Official URL: https://doi.org/10.1007/978-3-319-54552-3

Abstract

This book acts as a highly practical guide for new and experienced lecturers, learning supporters and leaders in Higher Education; and offers plentiful examples and vignettes showing how learning can be brought to life through activity and engagement. It offers numerous pragmatic illustrations of how to design and deliver an engaging curriculum, and assess students’ learning authentically. Sound scholarship and research-informed approaches to Higher Education teaching and learning underpins the myriad accessible and readily recognizable examples of how real educators solve the challenges of contemporary Higher Education. Additionally, guidance is offered on how to present evidence for those seeking accreditation of their teaching and leadership in Higher Education, as well as useful advice for experienced HE teachers seeking to advance their careers into more senior roles, on the basis of their strong teaching and pedagogic leadership. The book will be of great interest to students and researchers working in Education, and will be invaluable reading for both new and experienced lecturers working in HE institutions.

Item Type: Book
Publisher: Palgrave Macmillan
ISBN: 9783319545516
Departments: Faculty of Education, Arts and Business > Institute of Education > Non-Initial Teacher Education
Additional Information: Kay Sambell is Visiting Professor in the Institute of Education at the University of Cumbria. "Erratum to: Professionalism in Practice" published 1 December 2017: https://doi.org/10.1007/978-3-319-54552-3_8.
Depositing User: Anna Lupton
Date Deposited: 25 Jul 2017 11:09
Last Modified: 07 Dec 2017 11:58
URI: http://insight.cumbria.ac.uk/id/eprint/3134

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