Standaard Boekhandel gebruikt cookies en gelijkaardige technologieën om de website goed te laten werken en je een betere surfervaring te bezorgen.
Hieronder kan je kiezen welke cookies je wilt inschakelen:
Technische en functionele cookies
Deze cookies zijn essentieel om de website goed te laten functioneren, en laten je toe om bijvoorbeeld in te loggen. Je kan deze cookies niet uitschakelen.
Analytische cookies
Deze cookies verzamelen anonieme informatie over het gebruik van onze website. Op die manier kunnen we de website beter afstemmen op de behoeften van de gebruikers.
Marketingcookies
Deze cookies delen je gedrag op onze website met externe partijen, zodat je op externe platformen relevantere advertenties van Standaard Boekhandel te zien krijgt.
Je kan maximaal 250 producten tegelijk aan je winkelmandje toevoegen. Verwijdere enkele producten uit je winkelmandje, of splits je bestelling op in meerdere bestellingen.
Rich Pickings: Creative Professional Development Activities for University Teachers offers both inspiration and practical advice for academics who want to develop their teaching in ways that go beyond the merely technical, and for the academic developers who support them. Advocating active engagement with literary and nonliterary texts as one way of prompting deep thinking about teaching practice and teacher identities, Daphne Loads shows how to read poems, stories, academic papers and policy documents in ways that stay with the physicality of words: how they sound, how they look on the page or the screen, how they feel in the mouth. She invites readers to bring into play associations, allusions, memories and insights, to examine their own ways of meaning making and to ask what all of this means for their development as teachers. Bringing together scholarship and experiential activities, the author challenges both academics and academic developers to reject narrowly instrumental approaches to professional development; bring teachers and teaching into view, in contrast with misguided interpretations of student-centredness that tend to erase them from the picture; claim back literary writings as a source of wisdom and insight; trust readers' responses; and reintroduce beauty and joy into university teaching that has come to be perceived as bleak and unfulfilling.
This book does not attempt to construct a single, coherent argument but rather to indicate a range of good things to choose from. Readers are encouraged to explore the overlaps and the gaps.