Developing expertise for teaching in higher education: practical ideas for professional learning and development

<P>&nbsp;</P><P></P><P>Foreword<BR><EM>Roger Kneebone</EM></P><P><EM></EM></P><P>Introduction: developing expertise for teaching in higher education　</P><B><P>Part I: Perspectives on expertise for teaching in higher education</P></B><P>1: The characteristics of expertise for teaching in higher education<BR><I>Helen King</P></I><P></P><P>2: Critical reflection as a tool to develop expertise in teaching in higher education<BR><I>Leonardo Morantes-Africano</P><P></P></I><P>3: Zhuangzi and the phenomenology of expertise: implications for educators<BR><I>Charlie Reis</P></I><P></P><P>4: A whole-university approach to building expertise in higher education teaching <BR><I>Deanne Gannaway</I></P><P>5: The importance of collaboration: valuing the expertise of disabled people through social confluence<BR><I>Beth Pickard</I></P><P>6: Supportive woman, engaging man: gendered differences in student perceptions of teaching excellence<BR><I>Kathryna Kwok and Jackie Potter</I></P><P><B>Part II: Pedagogical content knowledge</P></B><P>7: Exploring and developing Pedagogical Content Knowledge in higher education<BR><I>John Bostock</I></P><P>8: Professional identity in clinical legal education, re-enacting the disciplinary concept of ‘thinking like a lawyer’<BR><I>Rachel Wood</P></I><P></P><P>9: Reflective practice as a threshold concept in the development of Pedagogical Content Knowledge<BR><I>Rebecca Turner and Lucy Spowart</I></P><P>10: Developing Pedagogical Content Knowledge through the integration of education research and practice in higher education<BR><I>Erika Corradini</I></P><B><P>Part III: Professional learning for higher education teaching</P></B><P>11: Professional learning for higher education teaching: an expertise perspective<BR><I>Helen King</I></P><P>12: Educative case-making: a learner-centred approach to supporting the development of pedagogical expertise in higher education<BR><I>Alexandra Morgan and Emmajane Milton</P></I><P></P><P>13: Collaboration and mentoring to enhance professional learning in higher education</P><BLOCKQUOTE><P>a) Discipline-based education specialists: an embedded model for supporting the development of teaching expertise in undergraduate science education<I>: <BR>Warren Code & Ashley Welsh</P></BLOCKQUOTE></I><BLOCKQUOTE><P>b) Developing teaching expertise through peer support:<I> <BR>Dawn Reilly & Liz Warren</P></I><P>c) Two heads are better than one: <BR><I>Laura Heels & Lindsay Marshall</I></P><P>d) Program SAGES: promoting collaborative teaching development through graduate student/faculty partnerships:<BR><I>Isabelle Barrette-Ng, John Dawson & Eliana El Khoury</I></P></BLOCKQUOTE><P><B>Part IV: The artistry of teaching</B></P><P><B></B>14: Developing adaptive expertise: what can we learn from improvisation and the performing arts?<BR><I>Richard Bale</P></I><P></P><P>15: Developing the improvising teacher: implications for professionalism and the development of expertise <BR><I>Nick Sorensen</P></I><P></P><P>16: Emotion work and the artistry of teaching<BR><I>Peter Fossey</I></P>