This two-volume book addresses the need for continuous professional development among educators in higher education to meet contemporary challenges and enhance teaching quality, grounded in the evolving demands of the educational landscape.
Building on Volume 1’s focus on the concepts, models and frameworks involved in the pedagogical competence development of academicians in higher education, this second volume highlights pedagogical growth in specific or challenging contexts, emphasizing reflective practice, digital shifts, and the unique realities of educators in under-resourced, transitional, or technologically evolving environments. Organised into two parts, chapters in the first section explore self-reflection, narrative inquiry, and experiential learning as vehicles for cultivating pedagogical competence. They also reveal how professional identity evolves through emotional awareness, classroom engagement, and cyclical self-assessment — forming the reflective heart of higher education teaching. Section Two advances a forward-looking vision of higher education pedagogy, highlighting collaboration, co-creation, and critical dialogue as cornerstones of professional competence renewal. Moving away from theory, this book reflects on the practicalities and challenges of developing professional pedagogical competence in the real-world.
An indispensable resource for educators in higher education, these two volumes address the critical need for continuous professional development, reflective practice and collaboration, for advancing pedagogical professionalism and ensuring that higher education remains responsive to the needs of students and society.
Table of Contents:
List of Contributors
Section I: Reflective Practice and Professional Growth
1. Reflective Practices and Transformative Pedagogies for Professional Growth in Higher Education
2. From Struggles to Strengths: A Personal Journey Towards Pedagogical Competence Development
3. Pedagogical Learning Experiences While Adjusting: Narratives from Tenure-Track Teachers Returning to a Local Spanish University
4. Affect in the Classroom: Self-Reflections Toward Professional Growth
5. Importance of Self-Reflection for Furthering Pedagogical Competence Growth in Higher Education
6. The Cyclical Process of Teaching Excellence: Reflections from Three Professors’ Development of Pedagogical Competence
Section II: Transformative Pedagogies and Future Directions
7. Tensions for Dialogue in University Teaching – Critical Reflections on the University Classroom as a Space for Authentic Presence
8. Designing Democratic Learning Spaces: Students as Partners Model for Didactical Reflections
9. Care and Craft: Professional Development and PhD Supervision
10. Shadowing as a Transformative Learning Activity: Enhancing Leadership Learning in Early Childhood Education and Care Leadership Programs
11. Exploring Relevance in University Pedagogy Courses: A Group Concept Mapping Study of Teachers’ Perspectives
12. Project-Based Learning-AI in Higher Education: A Model for the Development of Pedagogical Competence
About the Author :
Abdulghani Muthanna is an Associate Professor at the Centre for Pedagogical Development and Learning, Østfold University College, Norway. His research interests include critical pedagogy, teaching professionalism and collaboration. He has recently co-edited a book about professional identity development, published by Routledge.
Håkon Naasen Tandberg is the head of the Centre for Pedagogical Development and Learning at Østfold University College, Norway. He is currently a board member of the Norwegian Network for University and College Pedagogy. His research interests include teaching cultures and dialectical pedagogy.
Myint Swe Khine is an academic staff member at Curtin University, Australia. He has worked at the Learning Science and Technology Academic Group at Nanyang Technological University, Singapore, and published widely on teacher education and educational research.
