Introducing a fresh approach to conceptualising and actioning high-quality teaching in higher education, this essential volume fills a gap in current literature by expanding beyond the mere ‘delivery’ of teaching. Instead, it offers an evidence-based discussion of ‘artistry’ and demonstrates how this may be applied successfully within a higher education setting to enable better student learning. Key concepts such as improvisation, embodiment, knowing oneself and one’s students, and a compassionate and relational approach to facilitating learning are unpacked throughout.
Filled with practical examples based on scholarship and experience from and applicable to a wide range of disciplines, The Artistry of Teaching in Higher Education is divided into three distinct parts which explore:
Creativity, improvisation and context; Authenticity and professional identity; Developing the artistry of teaching.
An essential read for teachers, senior management, educational developers, and policy makers alike, this book acts as a call to action within higher education institutions to support and create space for learning, creativity and innovation, to the benefit of the development of their teachers’ expertise.
Edited by:
Helen King (University of the West of England Bristol UK)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 234mm,
Width: 156mm,
Weight: 500g
ISBN: 9781032569529
ISBN 10: 1032569522
Series: SEDA Series
Pages: 250
Publication Date: 13 August 2024
Audience:
Professional and scholarly
,
Undergraduate
Format: Paperback
Publisher's Status: Active
Part I: Creativity, Improvisation and Context; 1. Taking the “art” in “artistry” literally: an art-based theory of teaching expertise; 2. Blackholes and Revelations: understanding everyday creativity in higher education teacher practice; 3. The embodied realm of teaching; 4. Expertise is . . . never having to say you are sorry: academic development and the artistry of improvisation; 5. The artistry of teaching as culturally self-aware, learning-centred, imaginative co-creation; Part II: Authenticity and Professional Identity; 6. Authenticity in delivering contextual pedagogy and materials in cyber security; 7. Developing online communities of practice through relational pedagogy; 8. The MIPA model of professional identities of dance teachers: negotiating professional identities in and across higher education; 9. From disciplinary expertise to academic artistry: the shifting professional identity, expertise and artistry of the programme leader; 10. The many identities of a Learning Technologist (and how to make the most of them); Part III: Developing the Artistry of Teaching; 11. Developing the artistry of teaching and approaches to learning: what we can learn from those teaching theatre improvisation; 12. The characteristics of expertise in online teaching in higher education; 13. Developing the artistry of language teaching through practitioner research; 14. Facilitating in the moment: being ready for change; 15. Professional development for artistry in higher education
Helen King is Professor and Director of Learning Innovation, Development & Skills at Bath Spa University, UK. Her career in educational development spans nearly three decades including leading roles within three UK universities and several UK-wide learning and teaching enhancement projects and organisations and as an independent consultant collaborating nationally and internationally.
