This paper examines university teachers' conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of "learning through dialogue", "community of learners" and "meta-learning" emerge as crucial in supporting students' learning. These conceptions extend…

This book addresses an important and seldom addressed issue: learning. Not teaching, not performance, not "work": this book really is about learning, what makes learning effective and how it may be promoted in classrooms. The authors take the context of the classroom seriously, not only because of its effects on teachers and pupils, but because…