Part 1 introduces the activity of becoming a reflective teacher in higher education. We start in Chapter 1 with a focus on identities, who we are as teachers and who are our students. Then comes an introduction to ways of understanding students’ ‘learning’ (Chapter 2) – which is the foundation of how we make judgements about our teaching. The chapter on reflective practice (Chapter 3) examines our learning as teachers and discusses how such processes can improve the quality of our teaching. We then review the ten principles of effective teaching, learning and assessment in Chapter 4. These principles underpin the purpose of this book, which is to argue for the methodical use of evidence to inform our judgements as reflective teachers in higher education.
