Includes bibliographical references.

Front Matter -- Copyright page -- -- Foreword / Jane Powell -- List of Figures and Tables -- Notes on Contributors -- Exploring Pedagogic Frailty in Practice / Ian M. Kinchin and Naomi E. Winstone -- Chemistry / Daniel Whelligan -- Engineering / S. Alireza Behnejad -- Psychology / Jane Ogden -- Nursing / Cathrine Derham -- Business / Andy Adcroft -- Politics / Simon Usherwood -- Law / Luke Mason -- Language Studies / Dawn Marley -- Events Management / Graham Berridge -- Acting / Anna Mcnamara -- Academic Development / Emma Medland -- Learning Development / Laura Barnett -- Pedagogic Frailty and Resilience in Context / Naomi E. Winstone and Ian M. Kinchin.

Exploring Pedagogic Frailty and Resilience presents the practical application of the frailty model to demonstrate how it may be used to support the professional development of university teachers. Case studies from colleagues representing a diverse variety of disciplines illustrate how the development of a reflective narrative can be initiated and framed through the use of concept map-mediated interviews. The emerging accounts share a common structure to facilitate comparison across academic disciplines. Chapters are written by academic leaders – colleagues who are recognised as excellent teachers within their disciplines and whose voices will be acknowledged as offering authentic commentary on the current state of university teaching. These commentaries offer a unique resource for other academics who may be tempted to reflect on their teaching in a scholarly manner, or to university managers and academic developers who want to explore the detail that lies beneath broad surveys of teaching quality and investigate the factors that can either support the development of teaching or impede its progress. This collection of narratives drawn from a single institution will resonate with the experiences of teachers in higher education more broadly through areas of common interest and regions of generalisability that can be explored to inform professional development of university teachers in other institutional and national contexts.