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Teaching with Integrity

Teaching with Integrity

Teaching with Integrity
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Teaching with Integrity Papeback - - 1st Edition

by Bruce MacFarlane

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Taylor & Francis Group , pp. 196 . Papeback. New.
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Details

  • Title Teaching with Integrity
  • Author Bruce MacFarlane
  • Binding Papeback
  • Edition number 1st
  • Edition 1
  • Condition New
  • Pages 196
  • Volumes 1
  • Language ENG
  • Publisher Taylor & Francis Group
  • Publication date pp. 196
  • Illustrated Yes
  • Features Bibliography, Illustrated, Index
  • Bookseller's Inventory # 6340836
  • ISBN 9780415335096 / 0415335094
  • Weight 0.65 lbs (0.29 kg)
  • Dimensions 9.2 x 6.06 x 0.43 in (23.37 x 15.39 x 1.09 cm)
  • Category Education / Teaching
  • Library of Congress subjects College teachers - Professional ethics -, College teaching - Moral and ethical aspects
  • Library of Congress Catalogue Number 2003013193
  • Dewey Decimal Code 174.937
  • Quantity available 4

About Cold Books New York, United States

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From the publisher

This is a book about the ethics of teaching in the context of higher education. While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. It covers the real-life, messy, everyday moral dilemmas that confront university teachers when dealing with students and colleagues - whether arising from facilitated discussion in the classroom, deciding whether it is fair to extend a deadline, investigating suspected plagiarism or dealing with complaints. Bruce Macfarlane analyses the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly, yet accessible style, and case examples are used throughout to encourage a practical, reflective approach. Teaching With Integrity seeks to bridge the pedagogic gap currently separating the debate about teaching and learning in higher education from the broader social and ethical environment in which it takes place.

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