This new edition offers a very positive contribution to the literature in this area. It maintains its distinctive focus on reflective practice which is vital to all practitioners studying practice-based professional development programmes/PGCerts.

Jennie Mills, Associate Professor, Acting Head of the Academic Development Centre, University of Warwick, UK, Proposal Review

The proposed new edition is a timely and welcome initiative. It makes a positive contribution through the consideration of key issues in a post-pandemic sector and I am very pleased to see decolonization of the curriculum explicitly referred to for the new edition of the text.

Caroline Lewis, Lecturer and Programme Director for the Education Studies (BA) programme, University of Wales Trinity Saint David, UK, Proposal Review

This new edition brings things up to date, addresses some more topical issues, and just feels like it refreshes the outlook of the text. I agree with the statement in the review document which suggests that the Learning section would benefit coming sooner in the book as the contexts of learning are something which need to be unpacked and understood more readily.

Jason Hirons, Senior Lecturer & Course Leader Distance Learning, Arts University Plymouth, UK, Proposal Review

The new edition proposes to address both students' and teachers' crucial themes. It also offers to explore current HE agendas and concerns such as inclusion and diversity, decolonization, AI and Climate emergency. The inclusion of new sections has the potential to be very useful and adapted to the current context of HE in the UK and other regions of the world, providing opportunities to reduce ethnocentrism and diversify the approach to Learning and Teaching.

Tania Dias Fonseca, Senior Lecturer in Learning and Teaching, Learning and Teaching Enhancement Centre, Kingston University, UK, Proposal Review

Paul Gibbs, East European University
“This is an accessible teach written by practitioner and scholars of the highest order. My students understand what it promotes”.

Paul Gibbs, East European University, Georgia, Research Pack

“Reflective teaching in higher education is a key text for all academics; those new to the role and those who would like a refreshing look at their own practices to develop professionally. Drawing on key research and promoting reflection, it provides an overview of topics relevant to teaching and learning practices in higher education.”

Rebecca Westrup, University of East Anglia, UK, Research Pack