高等教育教學(xué)已成為一個(gè)國際公認(rèn)的領(lǐng)域，比以往任何時(shí)候都更開放的多種形式的競爭。然而，教學(xué)所帶來的智力挑戰(zhàn)在高等教育中沒有得到充分的承認(rèn)和理論化。高等教育的教學(xué)通過出版學(xué)術(shù)著作來彌補(bǔ)這一差距，這些學(xué)術(shù)著作批判性地審視和質(zhì)疑支撐教學(xué)的價(jià)值觀和前提，介紹從不同學(xué)科和方法論框架中得出的理論觀點(diǎn)和見解，并考慮如何使教學(xué)和研究更緊密地聯(lián)系起來。該雜志歡迎旨在發(fā)展持續(xù)反思、調(diào)查和批評的貢獻(xiàn)，并批判性地確定新的研究議程，例如:檢討政策、撥款、院校改革及社會期望等更廣泛的背景因素對教學(xué)的影響;對教育問題和辯論，如權(quán)威、權(quán)力、評價(jià)和理解的性質(zhì)，進(jìn)行概念分析;探討教育的各種價(jià)值，包括與社會公正和公平有關(guān)的價(jià)值;提供高等教育教學(xué)理論與實(shí)踐相結(jié)合的生活經(jīng)驗(yàn)的批判性描述。

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.The journal welcomes 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; d eveloping 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 justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice.