Teaching in Higher Education (TEACH HIGH EDUC )

Publisher: Taylor & Francis

Description

Teaching in Higher Education addresses the roles of teaching, learning and the curriculum in higher education in order to explore and clarify the intellectual challenges which they present. The journal is interdisciplinary and aims to open up discussion across subject areas by involving all those who share an enthusiasm for learning and teaching. In particular the journal: Critically examines the values and presuppositions underpinning teaching Identifies new agendas for research Introduces comparative perspectives and insights drawn from different cultures Aims to apply and develop sustained reflection, investigation and critique to learning and teaching in higher education Considers how teaching and research can be brought into closer relationship and how teaching in higher education can itself become a field of research.

  • Impact factor
    0.76
  • 5-year impact
    0.93
  • Cited half-life
    6.10
  • Immediacy index
    0.09
  • Eigenfactor
    0.00
  • Article influence
    0.34
  • Website
    Teaching in Higher Education website
  • Other titles
    Teaching in higher education (Online)
  • ISSN
    1356-2517
  • OCLC
    45007367
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 12 month embargo for STM, Behavioural Science and Public Health Journals
    • 18 month embargo for SSH journals
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • Pre-print on authors own website, Institutional or Subject Repository
    • Post-print on authors own website, Institutional or Subject Repository
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • Publisher will deposit to PMC on behalf of NIH authors.
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ yellow

Publications in this journal

  • [show abstract] [hide abstract]
    ABSTRACT: Vygotsky’s Zone of Proximal Development (ZPD) provides an important understanding of learning, but its implications for teachers are often unclear or limited and could be further explored. We use conceptual analysis to sharpen the ZPD as a teaching tool, illustrated with examples from teaching critical thinking in zoology. Our conclusions are the following: teachers should assign tasks that students cannot do on their own, but which they can do with assistance; they should provide just enough assistance so that students learn to complete the tasks independently and, finally, teachers can increase learning gains by providing learning environments that enable students to do harder tasks than would otherwise be possible and by assigning the hardest tasks students can do with assistance. This analysis provides a sharp and useful tool for supporting learning across all curriculum areas.
    Teaching in Higher Education 04/2014;
  • [show abstract] [hide abstract]
    ABSTRACT: At a time when the context of teaching in higher education is difficult for many number of factors such as: reduced funding, changing demographics of students and demands to teach in flexible times and spaces, there are also higher levels of quality control, transparency and accountability over teaching which are exerted by institutions. This paper reframes these demands and difficulties to reclaim the disciplinary expertise of the academic as teacher and following Palmer sees teaching as an entanglement of ‘beings’: the teachers, the learners and the subject and explores what it means to be a teacher within these relationships. We argue for a relational pedagogy in which embodied teaching is guided by listening for and to the subject. Wishing to be consistent in the paper with its theme, we adopt a subject-centred approach. And since our core subject in this paper is teaching, we necessarily include reflections on teaching experiences.
    Teaching in Higher Education 09/2013; 18(7):77783.
  • Teaching in Higher Education 09/2013;
  • [show abstract] [hide abstract]
    ABSTRACT: As technology is increasingly being used for teaching and learning in higher education, it is important to scrutinise what tangible educational gains are being attained. Are claims about technology transforming learning and teaching in higher education borne out by actual practices? This paper draws upon a critical analysis of recent research literature concerning Technology Enhanced Learning (TEL). It argues that few published accounts of TEL practices show evidence of a scholarly approach to university teaching. Frequently, TEL interventions appear to be technology-led rather than responding to identified teaching and learning issues. The crucial role of teachers’ differing conceptions of teaching and of the purpose of professional development activities is often ignored. We argue that developing a more scholarly approach among university teachers is more essential than providing technical training if practices are to be improved to maximise the effectiveness of TEL.
    Teaching in Higher Education 01/2013; 18(3):327-337.
  • Teaching in Higher Education 01/2013; 18(6):631-642.
  • [show abstract] [hide abstract]
    ABSTRACT: The paper argues for situating today's students as ‘global citizens’, emphasising self-in-the-world identity over act-in-the-world agency. It draws upon a three-year investigation into the lived-experience of sojourning UK undergraduate students, which surfaced examples of significant learning among new communities of practice. Their experiences of crossing learning thresholds is presented as change to the lifeworld, and argued to have enhanced their sense of self-in-the-world. Because primary sites of learning identified within the narratives were within inter-subjective encounters outside the host culture and beyond what was planned within their mobility programmes, I suggest that similar learning might be enabled among diverse campus communities at home.
    Teaching in Higher Education 01/2013; 18(7):721-735.
  • [show abstract] [hide abstract]
    ABSTRACT: This article uses an argument based on Gee's (1990) constructs of Discourse and literacy to argue for a conceptualisation of teaching as not about the dissemination of knowledge but rather about teaching students how to make knowledge
    Teaching in Higher Education 10/2012; 15(5):629-635.
  • [show abstract] [hide abstract]
    ABSTRACT: Investigations of whether students taking undergraduate work placements show greater academic improvement than those who do not have shown inconsistent results. In most studies, sample sizes have been relatively small and few studies have taken into account pre-existing student differences. Here data from over 6000 students at one university over six cohorts and a range of programmes are analysed. Consistent academic benefit from placement experience, regardless of ethnicity, gender, socio-economic background and subject is shown. However, the impact of demographic factors on both achievement and the probability of taking a placement suggests that future research should take these factors into account. The role of placements in promoting employability is contextualised as a secondary benefit to the primary goal of educating the mind in the Newman tradition. Possible causes of, and further research into, the improved academic performance identified are discussed.
    Teaching in Higher Education 04/2012; 17(2):153-165.
  • [show abstract] [hide abstract]
    ABSTRACT: In this paper, we discuss the characteristics of a form of pedagogy capable of addressing differences across nations and cultures in ways that do not inflate differences. We suggest that those conceptual insights are particularly relevant to the teaching of ‘global citizenship’. We have labelled this a ‘worldly’ pedagogy, because of the connection to teaching in a global context, and with reference to Arendt's concept of ‘worldliness’ and the ‘worldly’ experience of human beings in their plurality sharing a ‘common world’. Our conceptual framework results from our analysis of a specific educational environment which we investigated through a small grant obtained from the Higher Education Academy (UK) that examined the pedagogies used to promote learning amongst two polarised (Palestinian and Israeli) communities. We carried out eight interviews with participants to this programme and report on the outcomes of this study. This paper contributes to the debate on tribal identities through the challenge it offers to positions on difference that display rigid essentialising identity readings and to homogenising discourses that fail to appreciate the differences within cultures/nations/groups.
    Teaching in Higher Education 02/2012; 17:39-50.
  • Teaching in Higher Education 01/2012;
  • Teaching in Higher Education 01/2012;
  • [show abstract] [hide abstract]
    ABSTRACT: This paper argues that the current approach to educational quality formation in transnational higher education promotes educational imperialism, and that guidelines and practices should be altered to embrace context-sensitive measures of quality. The claims are sustained by findings from a study that investigated how academics understood and pursued educational quality in an Australian university programme delivered in partnership with a Chinese university in China. A key finding was that a home programme functioned as the single reference point for quality in the programme delivered in China. Quality in the China programme was sought through the imposition of practices and philosophies associated with the home programme, which required the suppression of local educational traditions. The paper points out that reliance on a home programme as the single measure of quality is encouraged by governing UNESCO/OECD guidelines on quality in cross-border provision.
    Teaching in Higher Education 12/2011; 16(6):733-744.
  • [show abstract] [hide abstract]
    ABSTRACT: We share a common interest in researching the experiences of doctoral students. Over time, as we conducted our independent studies, we became increasingly interested in the varied ways in which doctoral students constructed their identities in relation to their past experiences, present and shifting intentions and affect, personal and social resources and more general life contexts. In this paper we analyze a subset of data from two studies of doctoral students in the social sciences in two different research universities. Using the notion of identity-trajectory, we view doctoral student identity as under construction as students explore ways of thinking and interacting in their academic work within the fullness of their overall lives.
    Teaching in Higher Education 12/2011; 16(6):695-706.
  • [show abstract] [hide abstract]
    ABSTRACT: This article is about missed opportunities for promoting learning and growth in our increasingly diverse classrooms and the fundamental affective and social questions we need to address if we are to teach about diversity effectively. It is about the need to develop trust within diverse groups, so that students can learn from each others’ differences, confront their own assumptions and biases and prepare for engaged citizenship. To address the affective dimensions of this pedagogical work, this article synthesizes educational research on the impact of diversity, social science research on the impact of trust, and psychoanalytic literature on how we respond to and negotiate difference.
    Teaching in Higher Education 12/2011; 16(6):669-679.
  • [show abstract] [hide abstract]
    ABSTRACT: Disciplinary models of learning such as ethnography (cultural anthropology) and market competition (economics) have received little attention in the burgeoning literature on ‘how teacher thinking shapes education’. To mobilize the pedagogical potential of these disciplinary idioms, the authors draw from the pathbreaking works of Palmer and Rowland, the anthropological literature on teaching as ethnography, and their own experiences as teachers of cultural anthropology and economics to conceptualize a process they term reflexive pedagogy. Reflexive pedagogy – the deliberate cultivation of discipline-specific learning theories – encourages instructors to integrate the intellectual frameworks and identities of their teaching and scholarly lives and thus provides an effective vehicle for faculty dialogue and teacher development.
    Teaching in Higher Education 12/2011; 16(6):629-640.
  • [show abstract] [hide abstract]
    ABSTRACT: This paper identifies the epistemological values of novice students and their lecturers in terms of a ‘farming’ metaphor. It argues that each occupy essentially different kinds of epistemological ‘farms’, involving different ‘crops’ and ‘methods’, and lecturers often fail to provide effective access to their disciplinary communities because they do not recognise or respond to this fundamental epistemological disjuncture. This issue is explored in relation to a first-level Political Science module in a South African university. Using Discourse Theory as the primary means of interpretation, the project identifies the students’ home, community and school-based discourses which construct their values and ideas about learning and knowing and therefore their ways of reading and writing in the academy. The data was collected in four workshops in which the students employed a variety of media to explore their past and current experiences of learning. The multiple perspectives afforded by this mode of data collection generated rich, ethnographic descriptions of the students’ social epistemologies. Their values are contrasted with those that may be considered normative in a Social Science like Politics.
    Teaching in Higher Education 12/2011; 16(6):641-653.
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    ABSTRACT: This article explores the question of where literary study happens through reflection on two case studies. The article examines projects within two UK English departments, which were designed to allow students of literature to engage with local communities as part of their studies. The implications of this work are considered for curriculum design, for students and teachers in their interaction with the discipline, and for community participants. The article places this work in the context of broader questions about the ‘place’ of higher education and in particular earlier efforts at university ‘extension’ in England and Wales, out of which these projects developed. The authors consider the potential impact of this work not only on questions of where we study literature, but also on what is studied, how and why.
    Teaching in Higher Education 10/2011; 16(5):505-516.

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