This book is an exploration of theorising learning to teach in higher education and the associated fi eld of academic development. Our aim is to support those who are learning to teach, and those who conduct research on teaching and learning. We argue that research within this fi eld benefi ts from an engagement with social and educational theories that assist with the pursuit of social justice in higher education. We do this by providing introductions to three theoretical approaches: sociomaterialism, practice-based approaches, and critical and social realism. We also provide case studies based on these three approaches, as well as ‘crossover’ cases, which use more than one theory simultaneously.