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 Education addresses this gap by publishing 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.
高等教育教学(Teaching In Higher Education)是一本由Taylor & Francis出版的一本EDUCATION & EDUCATIONAL RESEARCH学术刊物，主要报道EDUCATION & EDUCATIONAL RESEARCH相关领域研究成果与实践。本刊已入选、社会科学引文索引（SCIE）来源期刊，该刊创刊于1996年，出版周期8 issues/year。2021-2022年最新版WOS分区等级：Q1，2023年发布的影响因子为2.4，CiteScore指数7.9，SJR指数1.061。本刊非开放获取期刊。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竞争。然而，教学带来的智力挑战在高等教育中并没有得到充分的认识和理论化。高等教育教学通过出版学术著作来解决这一差距，这些著作批判性地审视和质疑了支撑教学的价值观和前提，介绍了从不同学科和方法论框架中得出的理论观点和见解，并考虑了如何使教学和研究建立更紧密的关系。
Just Google it! Digital literacy and the epistemology of ignorance
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1547276
A qualitative synthesis of video feedback in higher education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1471457
Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1461621
Student perceptions of teaching excellence: an analysis of student-led teaching award nomination data
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1461620
‘Feedback interpreters’: the role of learning development professionals in facilitating university students’ engagement with feedback
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1498076
Developing student research capability for a ‘post-truth’ world: three challenges for integrating research across taught programmes
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1541173
Understanding the world today: the roles of knowledge and knowing in higher education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1544122
A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1465405
Are we just engaging ‘the usual suspects’? Challenges in and practical strategies for supporting equity and diversity in student–staff partnership initiatives
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1655396
Exploring transitions into the undergraduate university world using a student-centred framework
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1511538
Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1686699
Reproducing peace? A CRT analysis of Whiteness in the curriculum and teaching at a University of The UN
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1476339
The intercultural deterritorialization of knowledge: Al-Ghazali and the enunciation of the educator’s Rihla
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1542378
Assessment co-creation: an exploratory analysis of opportunities and challenges based on student and instructor perspectives
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1498077
Ethically engaging international students: student generated material in an active blended learning model
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1617264
Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1578577
Rethinking the role of the academy: cognitive authority in the age of post-truth
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1558198
Gazes in the post-colony: an analysis of African philosophies using Legitimation Code Theory
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1476338
Undergraduate experiences of the research/teaching nexus across the whole student lifecycle
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1544123
Implementing disability policy in teaching and learning contexts – shop floor constructivism or street level bureaucracy?
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1491838
Student feedback literacy and engagement with feedback: a case study of Chinese undergraduate students
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1648410
Letting the village be the teacher: a look at community-based learning in Northern Thailand
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1579708
Academic identities in contemporary higher education: sustaining identities that value teaching
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1632826
Incompatible enactments of learning outcomes? Leader, teacher and student experiences of an ambiguous policy object
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1469486
Enhancing graduate employability attributes and capabilities formation: a service-learning approach
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1672150
Language and learning advisors as a valuable but under-recognised workforce in higher education: a Bourdieuian analysis of their professional development in international education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1499079
Research on higher education: a perspective on the relations between Higher Education Studies and Discipline-Based Education Research
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1634538
The (un)invited guest? Feminist pedagogy and guest lecturing
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1527766
Avoiding cognitive biases: promoting good decision making in research methods courses
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1557137
Higher expertise, pedagogic rights and the post-truth society
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1532957
Articulating identities – the role of English language education in Indian universities
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1547277
Navigating the discursive tensions of the public university: the case of a South African student
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1485644
Pedagogic democracy versus pedagogic supremacy: migrant academics’ perspectives
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1596078
What drives student success? Assessing the combined effect of transfer students and online courses
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1686701
The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1534822
The art of freedom in HE teacher development
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1456422
Performing standards: a critical perspective on the contemporary use of standards in assessment
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1678579
If at first you do not succeed: student behavior when provided feedforward with multiple trials for online summative assessments
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1664454
Using assessed blogs to enhance student engagement
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1662390
Classroom choice-making for Chinese master’s students: choice, motivation and learning contexts
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1515194
Reflecting gendered experiences of student-staff partnership: a student standpoint using poetic transcription
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1602761
Using open education practices across the Mediterranean for intercultural curriculum development in higher education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1696298
Modular/Block teaching: practices and challenges at higher education institutions of Ethiopia
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1681391
Engaged or entitled? Study orientations among traditional and non-traditional business students
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1646237
The identity (re)construction of international students in the process of academic literacy acquisition
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1657398
Blueprints of distress?: Why quality assurance frameworks and disciplinary education cannot sustain a 21st-century education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1602762
Using vulnerability as a decolonial catalyst to re-cast the teacher as human(e)
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1661376
Care as a threshold concept for teaching in the salutogenic university
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1704726
In-house writing support: who uses supplemental resources, and how, and for what purpose?
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1657397
