Analysing Teaching-Learning Interactions in Higher Education :Accounting for Structure and Agency
Analysing Teaching-Learning Interactions in Higher Education :Accounting for Structure and Agency
paperback | English
Published:
23 February, 2012
paperback | English
Published:
23 February, 2012
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Description
This is a thorough investigation of the research, development, policy and practice of teaching and learning in Higher Education. Whilst current research into teaching and learning offers many insights into the experiences of academics and students in higher education, it has two significant shortcomings. It does not highlight the dynamic ways in which students and academics impact on each other in teaching-learning interactions or the ways in which these interactions are shaped by wider social processes. This book offers critical insight into existing perspectives on researching teaching and learning in higher education and argues that alternative perspectives are required in order to account for structure and agency in teaching-learning interactions in higher education. In considering four alternative perspectives, it examines the ways in which teaching-learning interactions are shaped by teaching-learning environments, student and academic identities, disciplinary knowledge practices and institutional cultures. It concludes by examining the conceptual and methodological implications of these analyses of teaching-learning interactions and provides the reader with an invaluable guide to alternative ways of conceptualising and researching teaching and learning in higher education.
More Details
| Type | Book |
|---|---|
| ISBN13 | 9781441191809 |
| ISBN10 | 1441191801 |
| Number Of Pages | 176 |
| Item Weight | 280 g |
| Product Dimensions | 150 x 232 x 14 mm |
| Publisher / Reseller | Continuum Publishing Corporation |
| Format | paperback |
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Media Reviews
"'This excellent book makes a major contribution to the study of teaching and learning in Higher Education through its perceptive analysis of theoretical frameworks and their implications. Ranging across studies of perception, identity, activity systems, field and pedagogic device, Paul Ashwin offers both an accessible review and a wealth of ideas for the future development of understanding.' (Andrew Pollard, Professor of Education and Director of the ESRC Teaching and Learning Research Programme, Institute of Education, University of London, UK)"
Author's Bio
Paul Ashwin is Senior Lecturer in Education at Lancaster University, UK.