| Description |
1 online resource (162 p.) |
| Series |
Springer Texts in Education |
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Springer texts in education.
|
| Contents |
Intro -- Preface -- Contents -- About the Author -- List of Figures -- List of Tables -- 1: Teacher First -- 1.1 Introduction -- 1.2 Becoming a (Good) University Teacher -- 1.3 About the Book -- 1.4 Introduction to the Chapters -- References -- 2: Teaching in Finland -- 2.1 Finnish Higher Education -- 2.2 The Finnish Education System and Its Teachers -- 2.3 Finnish Teacher Education -- 2.4 Teacher Ethics -- 2.5 The University Teacher in Finland -- 2.6 Finnish University Teacher Identity -- 2.7 Pedagogical Advancements in Finnish University Teaching -- References |
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3: Teaching Quality, Good Teaching and Excellent Teaching -- 3.1 Quality in Teaching -- 3.2 Defining Good or Effective Teaching -- 3.3 Excellent Teaching and Teaching Excellence -- 3.4 Teaching Awards: Who Decides on Excellence? -- 3.5 Students as Key -- 3.6 Finnish Students ́Views of Teaching Quality -- References -- 4: Professional Development for Inspired and Inspiring Teaching -- 4.1 Various Methods for Professional Development -- 4.2 Higher Education Research as Professional Development -- 4.3 Importance of Reflective Practice -- 4.4 Pedagogical Education and Training |
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4.5 Supporting Peers Through Pedagogical Development and Leadership -- References -- 5: Student-Centred Teaching to Support Learning -- 5.1 Student-Centred Teaching and Learning -- 5.2 Learning Theories to Support Students -- 5.3 Applying Learning Theories to Teaching and Learning -- 5.4 Recognising and Valuing Students ́Non-formal and Informal Learning -- 5.5 Engaging Students in the Learning Process -- 5.6 Case Example of Engaging Finnish Students -- 5.6.1 Set the Tone Pre-course -- 5.6.2 Break the Ice in the First Session -- 5.6.3 Establish Your Course Values Early |
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5.6.4 Second Session and Onwards -- 5.6.5 Assess and Reflect -- References -- 6: Supportive Assessment and Feedback Practices -- 6.1 Assessment as Part of Education -- 6.2 Clear and Fair -- 6.3 Assessment Methods for Learning -- 6.4 Student Concerns -- 6.5 Peer Assessment and Self-Assessment -- 6.6 Feedback and Feedforward -- 6.7 Finnish Views on Higher Education Assessment and Feedback -- References -- 7: Supporting Diverse and International Students -- 7.1 Diversity in Higher Education -- 7.2 Inclusive Pedagogy to Address Diversity -- 7.3 Eight Steps Towards Inclusiveness |
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7.4 Diversity in Finnish Higher Education -- 7.5 The Joy and Challenge of International Classrooms -- 7.6 Internationalisation in Finnish Higher Education -- 7.7 Considerations in English-Medium Instruction -- 7.8 Be There for All Students -- References -- 8: Instructional Communication -- 8.1 The Impact of Effective Communication in Instruction -- 8.2 Clarity in Teaching -- 8.3 Promoting Active Learning -- 8.4 Positive Atmosphere Through Communication -- 8.5 Adapting Approach and Content to Disciplines -- 8.6 Example Discipline: English for Academic Purposes -- References |
| Summary |
This book provides a Finnish perspective on high-quality teaching in higher education and explores Finnish approaches on teaching, learning and supporting students. It addresses the concepts of quality in teaching, teaching excellence and effective teaching in todays higher education in which the student body has become increasingly international and heterogenous. The book discusses how the role of the teacher has changed from authority to facilitator in the past decades while many students still value their university experience based on the teachers they encounter. The book provides a practitioner view on how students can be supported through communication, compassion and expertise and how professional and pedagogical development are essential for high-quality teaching in an increasingly competitive, diverse and online world of higher education. The book introduces the principles of Finnish higher education and universities, and the Finnish education system in connection with the approach to teaching, teacher education and the highly valued profession of a teacher. What is good teaching in higher education? It can consist of the learning environment, the location, the students and the teacher, and many studies show that effective, compassionate, skilled and humanist teachers will leave their mark on students. It is also equally important for teachers to invest in pedagogical training and conduct research on teaching practices, experiments and students perceptions as part of professional development. International classrooms also require specific considerations, as does online learning. The COVID-19 pandemic forced a substantial transfer to online and blended learning in higher education, but can quality teaching exist online, or have we passed the baton to students to be in charge of their learning, to study even more independently? |
| Bibliography |
Includes bibliographical references and index |
| Notes |
9: Interviews with Award-Winning University Lecturers |
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Description based upon online resource; title from PDF title page (viewed September 4th, 2023) |
| Subject |
Education, Higher.
|
|
Developmental studies programs.
|
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higher education.
|
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Developmental studies programs.
|
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Education, Higher.
|
| Form |
Electronic book
|
| ISBN |
9783031398445 |
|
3031398440 |
|
