Search Results

Series-editor Ian M. Kinchin and Naomi E. Winstone

Naomi E. Winstone and Julie A. Hulme

Ian M. Kinchin and Naomi E. Winstone

Ian M. Kinchin and Naomi E. Winstone

Edited by Ian M. Kinchin and Naomi E. Winstone

Pedagogic 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

Exploring Pedagogic Frailty and Resilience

Case Studies of Academic Narrative

Edited by Ian M. Kinchin and Naomi E. Winstone

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.

Naomi E. Winstone and Ian M. Kinchin

Ian M. Kinchin and Naomi E. Winstone