This book is a comprehensive yet accessible introduction to learning and teaching in higher education, and an invaluable resource if you are seeking to enhance and develop your teaching in the context of the Teaching Excellence Framework (TEF). It also supports your progress towards Fellowship of the Higher Education Academy (HEA), with an overview of the UK Professional Standards Framework (UKPSF) and linking content to the framework.

This book is for new and existing teachers in higher education and those teaching higher education programmes in further education colleges. As well as helping you enhance and extend your understanding of the theory and practice of learning and teaching, this book encourages you to reflect on and improve your teaching in higher education to meet the needs of a diversity of students in the changing landscape of higher education. Together with its progressive and logical sequencing of topics - covering planning and preparation; techniques, methods and resources; assessment, quality and evaluation - the book provides:

* A core text and resource for new teachers in higher education undertaking postgraduate programmes in learning and teaching.
* An accessible and practical introduction to the knowledge and skills required to become a confident and effective lecturer in higher education
* Mapping to the HEA UK Professional Standards Framework to provide guidance and support for those working towards Fellowship of the HEA together with sample Fellowship applications
* 'Pause & Reflect' boxes to reinforce your professional learning journey

This book is not only an excellent introduction to learning and teaching in university but also for those providing higher level learning in further education colleges. It is an ideal companion for lecturers and teachers undertaking postgraduate programmes in learning and teaching and also for those seeking Fellowship of the Higher Education Academy.
The core message of the book is that improving teaching, learning and quality begins with teachers themselves through their own professionalism, scholarship and reflective practice.
Vicky Duckworth, Reader in Education, Edge Hill University, UK

Pete Scales begins his book by asking the question 'What is teaching?' and giving possible answers and raising further questions. This sets the tone for his approach in this wide-ranging almost encyclopaedic book that touches on all the topics and issues that someone new to higher education is required to address. But this introductory book is unique because Scales never loses what is his professional passion and his authorial focus - the relationship between the teacher and the student. All education is founded on the relationship between a teacher and a student and Scales provides a guide for the new higher education teacher through the confusing and confused world of higher education in order that they can remain a teacher despite institutional distractions.
Dennis Hayes, Professor of Education, University of Derby, UK

This book provides a welcome and timely addition which will be of huge value to anybody with an interest in teaching and learning in higher education. It will be of particular value to those new to teaching in the higher education sector as well as more experienced staff who wish to update their skills or apply for Higher Education Academy recognition.
Chris Wakeman, Head of Education and Inclusion Studies, University of Wolverhampton, UK

Explicit links to specific elements of each dimension of the UK Professional Standards Framework make this text invaluable to those producing evidence for taught routes to HEA fellowship or associate fellowship, and for those embarking on applications for FHEA based on CPD and experience. It gives good guidance to alignment of each element of the UKPSF dimensions with personal professional experiences.
Peter Scales shares my dislike for the word 'delivery' to describe teaching and clearly explains why! The text is passionate,readable and engaging with a logical presentation of the lived experiences of teaching in higher education.
Beverley Hale, Professor of Learning and Teaching, University of Chichester, UK