Teaching in Higher Education

期刊简介：Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Educatio n addresses this gap by publishing rigorous scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. Teaching in Higher Education seeks to develop a discourse of teaching and learning which transcends disciplinary boundaries and specialisms whilst drawing upon the rigour of a range of disciplines. It takes a view of learning which entails concepts of transformation and critique in relation to dominant traditions and visions. It will therefore appeal to those who wish to explore how such aims might be realised through a commitment to teaching in a variety of cultural and disciplinary contexts represented in higher education internationally. The journal welcomes significant contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: • examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; • developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; • exploring the various values which underlie teaching including those concerned with social and epistemic justice, and equity; • offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Potential authors are encouraged to review the journal’s statement on its blog on the nature of criticality . Submissions that do not offer a critical perspective on teaching in higher education are not considered appropriate for the journal’s peer review process. Further guidance for potential authors about the initial evaluation process of submissions into the journal is also available on the journal blog . In addition, authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: • descriptions and/or evaluations of policy and/or practice; • localised case studies that are not contextualized and theorised; • large-scale surveys that are not theoretically and critically analysed; • studies that simply replicate previous work without establishing originality Peer Review Policy All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees from the journal’s international Editorial Board. Points of Departure: alternative submission formats for Teaching in Higher Education Our 'Points of Departure' (PoD) submission option encourages submissions that move away from the standard academic paper, and into more experimental territory to tackle new and emerging ideas in higher education. This option exists to enable colleagues to send us critical and reflective articles, images, speculative fiction, responses, controversies and polemics: important work that may not be best represented as a conventional journal article. Submissions for PoD are considered as part of the regular review process. In reviewing PoD pieces, the following criteria will apply: 1) The submission should serve as an important commentary on any contemporary issue that demands further research, reflection, challenge, critique or provocation on (well) established ideas, norms, or methods; 2) The point of departure should be clearly stated. This could, for example, be within the title as 'Why we need Sustainable Development Goals in Higher Education', followed by rigorous argument as to why the point of departure is necessary; 3) The PoD should address an international audience that shares a critical interest in the aspect of teaching in higher education being discussed; 4) Articles should adhere to citation conventions and attribution; 5) The submission should be around 3,000 words in length (not including references). If you have any queries about acceptable formats and approaches, please contact the Points of Departure Editor, Ibrar Bhatt (i.bhatt@qub.ac.uk). For inspiration, here are some examples of recent and popular PoDs: Opening up spaces for researching multilingually in higher education - Arafat and Woodin (2022) https://www.tandfonline.com/doi/full/10.1080/13562517.2022.2037545?src= Assessing climate solutions and taking climate leadership: how can universities prepare their students for challenging times? - Moltham-Hill & Blaj-Ward (2022) https://www.tandfonline.com/doi/full/10.1080/13562517.2022.203478 2 Lecture rapture: the place and case for lectures in the new normal - Nordmann, Hutchison & MacKay (2021) https://www.tandfonline.com/doi/full/10.1080/13562517.2021.2015755 Decolonising while white: confronting race in a South African classroom - Matthews (2021) https://www.tandfonline.com/doi/full/10.1080/13562517.2021.1914571

【译文】高等教育教学已成为国际公认的领域，比以往任何时候都更容易受到多种形式的争论。然而，高等教育中教学所带来的智力挑战尚未得到充分认识和理论化。 《高等教育教学》通过发表严谨的学术著作来弥补这一差距，这些著作批判性地检验和质疑支撑教学的价值观和预设，引入来自不同学科和方法论框架的理论观点和见解，并考虑如何使教学和研究建立更紧密的关系。高等教育教学力求发展一种超越学科界限和专业的教学话语，同时借鉴一系列学科的严谨性。它所采取的学习观需要对主流传统和愿景进行变革和批判的概念。因此，它将吸引那些希望探索如何通过致力于在国际高等教育所代表的各种文化和学科背景下进行教学来实现这些目标的人。该期刊欢迎旨在开展持续反思、调查和批评的重大贡献，并批判性地确定新的研究议程，例如： • 审查更广泛的背景因素（如政策、资金、制度变革和社会期望）对教学的影响； • 对教学问题和辩论进行概念分析，例如权威、权力、评估和理解的本质； • 探索教学中的各种价值观，包括那些与社会和认知正义以及公平相关的价值观； • 对高等教育教学法的生活经验提供批判性的描述，将理论与实践结合起来。我们鼓励潜在的作者查看该期刊在其博客上关于批判性性质的声明。未对高等教育教学提供批判性观点的提交内容被认为不适合该期刊的同行评审过程。期刊博客上还提供了有关向期刊投稿的初步评估流程的有关潜在作者的更多指导。此外，强烈鼓励作者参与并借鉴期刊中以前的贡献和提出的问题。请注意，该期刊不发表： • 政策和/或实践的描述和/或评估； • 没有具体情境和理论的本地化案例研究； • 没有经过理论和批判性分析的大规模调查； • 简单重复以前的工作而不建立原创性同行评审政策的研究 本期刊中的所有研究文章都经过严格的同行评审，其基础是最初的编辑筛选和至少两名来自该期刊国际编辑委员会的匿名审稿人的匿名审稿。出发点：高等教育教学的替代提交格式 我们的“出发点”(PoD) 提交选项鼓励提交内容脱离标准学术论文，进入更具实验性的领域，以解决高等教育中新出现的想法。这个选项的存在是为了让同事能够向我们发送批判性和反思性的文章、图像、推理小说、回应、争议和论战：这些重要的作品可能无法最好地以传统期刊文章的形式呈现。 PoD 的提交被视为定期审核流程的一部分。在审查 PoD 作品时，将适用以下标准： 1) 提交的内容应作为对任何当代问题的重要评论，需要对（完善的）既定想法、规范或方法进行进一步研究、反思、挑战、批评或挑衅； 2）应明确说明出发点。例如，这可以是“为什么我们在高等教育中需要可持续发展目标”的标题，然后是关于为什么出发点是必要的严格论证； 3) PoD 应该面向对正在讨论的高等教育教学方面有着重大兴趣的国际受众； 4) 文章应遵守引用约定和归属； 5）投稿长度应在3000字左右（不包括参考文献）。如果您对可接受的表格有任何疑问