How sociomaterial approaches could support higher education as a critical practice / Tara Fenwick and Richard Edwards --
Reflecting on things: sociomaterial perspectives on academic development / Lesley Gourlay and martin Oliver --
Diffracting learning/teaching entanglements: a South African vice-chancellor's perspective / Vivienne Bozalek and Wendy McMillian --
Knowledge infrastructures, digital higher education and the hidden curriculum / Richard Edwards and Tara Fenwick --
Learning to teach as the development of practice / David Boud and Angela Brew --
Developing professionally: a practice-based perspective / Marie Manidis and Keiko Yasukawa --
Stewardship as practice: 'learning on-the-job' for the academic development newcomer / Tai Peseta and Simon Barrie --
Cultural-historical approaches to teaching and learning in higher education: teaching to support student agency / Anne Edwards --
Critical and social realism as theoretical resources for thinking about professional development and equity / Sue Clegg --
Teaching in higher education as a collective endeavor / Peter Kahn --
'Extreme teaching': exercising agency in difficult contexts / Chris Winberg --
Researching learning to teach: a narrative on 'crossing over' / Brenda Leibowitz --
Putting theory to work: comparing theoretical perspectives on academic practices in teaching and learning change / John Hannon, James Garraway, Tai Peseta and Chris Winberg --
Postscript on theorizing learning to teach: insights, absences and future possibilities / Paul Ashwin

Theorising Learning to Teach in Higher Education" provides both lecturers embarking on a career in higher education, and established members of staff, with the capacity to improve their teaching. The process of learning to teach, and the associated field of professional academic development for teaching, is absolutely central to higher education. Offering innovative alternatives to some of the dominant work on teaching theory, this volume explores three significant approaches in detail: critical and social realist, social practice and socio-material approaches which are divided into four sections: Sociomaterialism, Practice Theories, Critical and Social Realism, Crossover Perspectives. Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case-studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia