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Rich Pickings : Creative Professional Development Activities for University Lecturers.

Author: Daphne Loads
Publisher: Boston : BRILL, 2019.
Series: Issn Ser.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Rich Pickings: Creative Professional Development Activities for University Teachers offers both inspiration and practical advice for academics who want to develop their teaching in ways that go beyond the merely technical, and for the academic developers who support them. Advocating active engagement with literary and nonliterary texts as one way of prompting deep thinking about teaching practice and teacher  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Loads, Daphne.
Rich Pickings : Creative Professional Development Activities for University Lecturers.
Boston : BRILL, ©2019
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Daphne Loads
ISBN: 9789004389960 9004389962
OCLC Number: 1114970450
Description: 1 online resource (89 pages)
Series Title: Issn Ser.

Abstract:

Rich Pickings: Creative Professional Development Activities for University Teachers offers both inspiration and practical advice for academics who want to develop their teaching in ways that go beyond the merely technical, and for the academic developers who support them. Advocating active engagement with literary and nonliterary texts as one way of prompting deep thinking about teaching practice and teacher identities, Daphne Loads shows how to read poems, stories, academic papers and policy documents in ways that stay with the physicality of words: how they sound, how they look on the page or the screen, how they feel in the mouth. She invites readers to bring into play associations, allusions, memories and insights, to examine their own ways of meaning making and to ask what all of this means for their development as teachers. Bringing together scholarship and experiential activities, the author challenges both academics and academic developers to reject narrowly instrumental approaches to professional development; bring teachers and teaching into view, in contrast with misguided interpretations of student-centredness that tend to erase them from the picture; claim back literary writings as a source of wisdom and insight; trust readers' responses; and reintroduce beauty and joy into university teaching that has come to be perceived as bleak and unfulfilling. This book does not attempt to construct a single, coherent argument but rather to indicate a range of good things to choose from. Readers are encouraged to explore the overlaps and the gaps.

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