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008 190403s2017 gw sb 001 0 eng d
020 _a9789463009836
_q(electronic book)
020 _z9789463009829
_q(print)
024 7 _a10.1007/978-94-6300-983-6
_2DOI
035 _a(OCoLC)988380181
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB2331
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a370
_223
245 1 0 _aPedagogic Frailty and Resilience in the University /
_cIan M. Kinchin, Naomi E. Winstone.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2017.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _tPreliminary Material --
_tMapping the Terrain of Pedagogic Frailty /
_rIan M. Kinchin --
_tFramed Autoethnography and Pedagogic Frailty /
_rChristopher Wiley and Jo Franklin --
_tThe ‘3 Rs’ of Pedagogic Frailty /
_rNaomi E. Winstone --
_tSemantic Waves and Pedagogic Frailty /
_rMargaret Blackie --
_t‘Teaching Excellence’ in the Context of Frailty /
_rJacqueline Stevenson, , Pauline Whelan and Penny Jane Burke --
_tThe Role of Values in Higher Education /
_rSimon Lygo-Baker --
_tIntegrative Disciplinary Concepts: /
_rNaomi E. Winstone and Julie A. Hulme --
_tRe-Framing Academic Staff Development /
_rJo-Anne Vorster and Lynn Quinn --
_tTrajectories of Pedagogic Change /
_rLinor L. Hadar and David L. Brody --
_tPedagogic Frailty and the Research-Teaching Nexus /
_rAnesa Hosein --
_tBreaking Down Student-Staff Barriers /
_rCatherine Bovill --
_tAcademic Leadership /
_rSandra Jones --
_tEnhancing Quality to Address Frailty /
_rRay Land --
_tProfiling Pedagogic Frailty Using Concept Maps /
_rPaulo Correia and Joana Aguiar --
_tPedagogic Frailty /
_rIan M. Kinchin and Naomi E. Winstone --
_tAbout the Contributors /
_rIan M. Kinchin and Naomi E. Winstone.
506 _aAvailable to subscribing member institutions only.
520 _aPedagogic Frailty and Resilience in the University presents a theoretical model and a practical tool to support the professional development of reflective university teachers. It can be used to highlight links to key issues in higher education. Pedagogic frailty exists where the quality of interaction between elements in the evolving teaching environment succumbs to cumulative pressures that eventually inhibit the capacity to develop teaching practice. Indicators of frailty can be observed at different resolutions, from the individual, to the departmental or the institutional. Chapters are written by experts in their respective fields who critique the frailty model from the perspectives of their own research. This will help readers to make practical links between established bodies of research literature and the concept of frailty, and to form a coherent and integrated view of higher education. This can then be explored and developed by individuals, departments or institutions to inform and evaluate their own enhancement programmes. This may support the development of greater resilience to the demands of the teaching environment. In comparison with other commonly used terms, we have found that the term ‘frailty’ has improved resonance with the experiences of colleagues across the disciplines in higher education, and elicits a personal (sometimes emotional) response to their professional situation that encourages positive dialogue, debate and reflection that may lead to the enhancement of university teaching. This book offers a particular route through the fractured discourses of higher education pedagogy, creating a coherent and cohesive perspective of the field that may illuminate the experiences and observations of colleagues within the profession. Cover photo: Ian M. Kinchin
650 0 _aCollege teaching.
650 0 _aReflective teaching.
700 1 _aKinchin, Ian M.,
_eeditor.
700 1 _aWinstone, Naomi E.,
_eeditor.
776 0 8 _iPrint version:
_tPedagogic Frailty and Resilience in the University
_dLeiden, Boston : Brill | Sense, 2017,
_z9789463009829
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6300-983-6
999 _c16618
_d16618