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Whisperings from the corridors : stories of teachers in Higher Education

著者: Susanne Garvis; Rachael Dwyer
出版: Rotterdam ; Boston : SensePublishers, ©2012.
エディション/フォーマット:   電子書籍 : Document : Englishすべてのエディションとフォーマットを見る
データベース:WorldCat
概要:
This book is intended to illuminate the experiences of teachers working in higher education, the tensions they face in working in an increasingly complex professional landscape. Higher teaching loads, increased expectations of research output, and changing social and economic structures that shape the way students view their tertiary education have a profound affect on university teachers{u2019} work. The pages of  続きを読む
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ジャンル/形式: Electronic books
資料の種類: Document, インターネット資料
ドキュメントの種類: インターネットリソース, コンピューターファイル
すべての著者/寄与者: Susanne Garvis; Rachael Dwyer
ISBN: 9789462091641 9462091641 9462091625 9789462091627
OCLC No.: 828861587
物理形態: 1 online resource.
コンテンツ: Whisperings from the Corridors / Rachael Dwyer, Susanne Garvis --
Looking Forward, Looking Back ... Recounts, Recollections and Flights from the Field by Teacher Educators / Susanne Garvis, Donna Pendergast, Jayne Keogh --
The Importance of Supervision in Higher Education / Susanne Garvis, Donna Pendergast --
Portraits of Pedagogical Thinking / Mia O'brien --
"The Assessment is the Learning" / Susanne Garvis, Rachael Dwyer --
An Emerging Pedagogy / Sarah Davey Chesters --
An Emerging Pedagogy / Susanne Garvis, Sarah Davey Chesters, Rachael Dwyer, Jayne Keogh.
責任者: by Susanne Garvis and Rachael Dwyer.

概要:

This book is intended to illuminate the experiences of teachers working in higher education, the tensions they face in working in an increasingly complex professional landscape. Higher teaching loads, increased expectations of research output, and changing social and economic structures that shape the way students view their tertiary education have a profound affect on university teachers{u2019} work. The pages of this volume are filled with the stories of teachers in universities that allow the reader to look deeply into the complexities of their work. We and the other authors do not pretend that the stories told here are representative of all university teachers, that they are in any way generalisable, but that others may learn from the knowledge that is shared.

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