Customers who bought this item also bought

• Teaching Research Processes: The Faculty Role in the Development of Skilled Student Researchers
• The Survey of Assessment Practices in Higher Education, 2013 Edition
• The Teaching Professor
• Interpersonal Boundaries in Teaching and Learning. New Directions for Teaching and Learning, Number 131. J-B TL Single Issue Teaching and Learning
• Evidence-Based Teaching. New Directions for Teaching and Learning. Number 128. J-B TL Single Issue Teaching and Learning
• Engaging the Online Learner. Activities and Resources for Creative Instruction. Updated Edition. Jossey-Bass Guides to Online Teaching and Learning
• Discipline-Centered Learning Communities: Creating Connections Among Students, Faculty, and Curricula. New Directions for Teaching and Learning, Number 132. J-B TL Single Issue Teaching and Learning
• The Excellent Online Instructor. Strategies for Professional Development
• To Improve the Academy. Resources for Faculty, Instructional, and Organizational Development. Volume 30. JB - Anker
• Codes of Conduct in Academia. New Directions for Higher Education, Number 160. J-B HE Single Issue Higher Education

Coming To Know Reflective Practice. Edition No. 1

VDM Publishing House, March 2009, Pages: 304

Open the door to most college classrooms, and you'll
find experts in their fields--physics, mathematics,
psychology--readying students for the 21st century.
What you will rarely see, however, are professors who
have ever been formally educated in how to teach. For
decades, teacher education programs have prepared
pre-college practitioners, yet many institutions of
higher learning today offer little to no preparation
for the teaching roles of faculty. This book examines
the development of future faculty in a unique
teaching seminar program designed to fill the gap.
Using ethnographic methods, Coming To Know Reflective
Practice describes, through a case-study approach,
the teaching lives of four doctoral students as they
engage in their first year of supervised university
teaching. Each student's emerging understandings
about teaching and learning, and their subsequent
effect on classroom practice, are revealed. Educators
and administrators interested in future faculty
initiatives and the role reflection plays in teaching
development will find this book a rich resource.

Gail, Fensom.
Gail A. Fensom, Ph.D., is on the faculty of the University of New
Hampshire at Manchester, where she directs the first year writing
program. Her research focuses on teaching and learning, and on
the development of college faculty.