The artistry of teaching in higher education

• Titel: The artistry of teaching in higher education
• Titelzusatz: practical ideas for developing creative academic practice
• Mitwirkende: King, Helen [HerausgeberIn]
• Mitwirkende: Bale, Richard [HerausgeberIn]
• Mitwirkende: Corradini, Erika [HerausgeberIn]
• Mitwirkende: Fossey, Peter [HerausgeberIn]
• Verf.angabe: edited by Helen King ; with editorial contributions from Richard Bale, Erika Corradini, Peter Fossey [und 4 weiteren]
• Verlagsort: London ; New York
• Verlag: Routledge, Taylor & Francis Group
• Jahr: 2025
• Umfang: xvii, 249 Seiten
• Illustrationen: Illustrationen
• Gesamttitel/Reihe: The staff and educational development series
• ISBN: 978-1-032-56953-6
• ISBN: 978-1-032-56952-9
• Dokumenttyp: Konferenzschrift: (2022)
• Sprache: eng
• Bibliogr. Hinweis: Erscheint auch als : Online-Ausgabe: Artistry of teaching in higher education. - Abingdon, Oxon : Routledge, 2025 |(DLC)2024027194
• RVK-Notation: DM 3000
• RVK-Notation: AL 34000
• K10plus-PPN: 1893864812

Abstract

"Introducing a fresh approach to conceptualising and actioning high quality teaching in Higher Education, this essential volume fills a gap in current literature by expanding beyond the mere 'delivery' of teaching. Instead, it offers an evidence-based discussion of 'artistry' and demonstrates how this may be applied successfully within a Higher Education setting to enable better student learning. Key concepts such as improvisation, embodiment, knowing oneself and one's students, and a compassionate and relational approach to facilitating learning are unpacked throughout. Filled with practical examples based on scholarship and experience from and applicable to a wide range of disciplines, The Artistry of Teaching in Higher Education is divided into three distinct parts which explore: Creativity, improvisation and context; Authenticity and professional identity; Developing the artistry of teaching. An essential read for teachers, senior management, educational developers, and policy makers alike, this book acts as a call to action within Higher Education institutions to support and create space for learning, creativity and innovation, to the benefit of the development of their teachers' expertise"