Titel: Being a Teacher in Higher Education
Autor/en: Peter Knight, Knight Peter
OPEN UNIV PR
Juli 2002 - kartoniert - 245 Seiten
Being A Teacher in Higher Education draws extensively on research literatures to give detailed advice about the core business of teaching: instruction, learning activities, assessment, planning and getting good evaluations. It offers hundreds of practical suggestions in a collegial rather than didactic style.
This is not, however, another book of tips or heroic success stories. For one thing Peter Knight appreciates the different circumstances that new, part-time and established teachers are in. For another, he insists that teaching well (and enjoying it) is as much about how teachers feel about themselves as it is about how many slick teaching techniques they can string together. He argues that it is important to develop a sense of oneself as a good teacher (particularly in increasingly difficult working conditions); and it is for this reason that the final part of this work is about career management and handling change.
This is a book about doing teaching and being a teacher: about reducing the likelihood of burn-out and improving the chances of getting the psychic rewards that make teaching fulfilling. It is an optimistic book for teachers in universities, many of whom feel that opportunities for professional fulfilment are becoming frozen.
People, times and places
Being at work in higher education
Learning teachers, learning students
Being a new teacher
Maintaining teacher vitality
Part time teaching
Designing for learning
Getting good evaluations
Times of change
Change, experiencing change and making change happen
Managing your career
Being a teacher in higher education
Peter Knight works in the Centre for Outcomes-based Education at the Open University, UK.
"Wether you are new to teaching or an old hand, here is a book that may comfort or discomfort you. Peter Wright, a prolific writer on matters educational, has drawn together much of the recent research on being a teacher in higher education. His empathy with teachers and his practical advise may comfort you. His global grasp of problems in teaching and his numerous lists, boxes and tables may discomfort you. You will recognize and probably agree with what Knight guardedly says about using IT, assessment techniques and many other 'methods'. You will find it hard to disagree with his summaries of other people research, but you may be irritated by his personal slant or his superficial treatment of a particular topic. Here is a recipe book written with feeling. Shall I recommend it to my marine scientist daughter who may move from research into teaching? Hmm...perhaps." - David Hawkridge Brit Jnl of Educational Technology 20030301