Empowerment for Teaching Excellence Through Virtuous Agency

Preface
Contents
Part I Setting the Scene
1 Why Teaching Excellence Is Controversial
	1.1 The Controversy About the UK’s TEF Framework
	1.2 What Can We Learn from the Critique on TEF?
	1.3 Postscript to the Discussion of TEF
	1.4 Controversy About Defining Teaching Excellence in the Literature
	1.5 What Can We Learn from the Discussion of Teaching Excellence in the Literature?
	References
2 University Teaching as a Function of Scholarship
	2.1 Boyer’s Four Functions of Scholarship
	2.2 What Can We Learn from Boyer’s Account of the Comprehensive Functions of Scholarship?
	References
3 Twelve Constitutive Components of University Teaching
	3.1 The Domain of University Teaching
	3.2 The Drivers of University Teaching
	3.3 What Can We Learn from the Discussion of the Domain and Drivers of University Teaching?
	References
4 Teaching Excellence as Achievement
	4.1 Why Teaching Excellence Is an Achievement
	4.2 What Is an Achievement?
	4.3 Interaction Through Project Design and Construction
	4.4 Interaction Through Project Implementation and Construction
	4.5 The ‘Live’ Lecture as the Focal Point of Interaction
	References
Part II Striving for Excellence in Teaching
5 The Role of Empowerment in Striving for Teaching Excellence
	References
6 Teaching Excellence Requires Agents, Not Patients
	6.1 Agents and Patients
	6.2 What Can We Learn from Our Being Agents or Patients?
	References
7 Empowerable Abilities to Be Perfected
	7.1 Classifying Our Abilities
	7.2 The Cultivation of Expert Skills
	7.3 What Can We Learn from Training Our Teaching Abilities?
	References
8 Virtues for Excellent Teaching
	8.1 The Nature, Functioning, and Acquisition of Virtues
	8.2 Justifying the Development of a Set of Teaching Virtues
	8.3 A Classification of Virtues Requisite for Teaching
	8.4 What Can We Learn from Virtue Theory?
	8.5 Conclusion
	References