By Paul Ashwin
While present examine into instructing and studying bargains many insights into the reports of lecturers and scholars in greater schooling, it has major shortcomings. It doesn't spotlight the dynamic ways that scholars and lecturers effect on one another in teaching-learning interactions or the ways that those interactions are formed by means of wider social approaches. This e-book deals serious perception into current views on studying educating and studying in larger schooling and argues that substitute views are required with a purpose to account for constitution and employer in teaching-learning interactions in larger schooling. In contemplating 4 substitute views, it examines the ways that teaching-learning interactions are formed through teaching-learning environments, pupil and educational identities, disciplinary wisdom practices and institutional cultures. It concludes by way of interpreting the conceptual and methodological implications of those analyses of teaching-learning interactions and gives the reader with a useful consultant to other ways of conceptualising and studying educating and studying in better schooling.
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Extra resources for Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency
Phenomenographic data are usually generated using qualitative interviews (see Åkerlind 2005 for a discussion of phenomenographic methods), although it has been used to examine open-ended responses to questionnaire items (for example, see Åkerlind and Kayrooz 2003) Approaches to Learning and Teaching research from a cognitive perspective was developed in the UK by the work of Entwistle and Ramsden in the late 1960s to the 1980s (see Entwistle and Ramsden 1983 as well as Entwistle 1987 and Entwistle 1988 for a history of this research) and by John Biggs in Australia (see Biggs 1979).
In relation to how the teaching–learning environment is conceived as becoming situated in the teaching–learning interaction, it does not appear to focus on how the teaching–learning environment is produced in particular teaching–learning interactions. Instead, it focuses on students’ and academics’ perceptions of an already existing teaching–learning environment, so there is no focus on the processes that led to the production of that environment. Thus, in focusing on 36 Analysing Teaching–Learning Interactions in Higher Education students’ and academics’ perceptions of the teaching–learning environment, there is little sense given of how that environment itself is situated within the teaching–learning interaction.
Thus it appears to assume that the discipline-as-research is the same as the discipline-as-curriculum, in that the knowledge practices of research activities in a particular discipline are assumed to be the same as the knowledge practices involved in the higher education curricula related to that discipline. In this way, it tends to obscure the processes by which disciplinary knowledge practices become situated in teaching–learning interactions in higher education. In relation to how the dynamic and shifting aspects of teaching– learning interactions can be characterized in terms of disciplinary knowledge practices, it again seems to offer little assistance.
Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency by Paul Ashwin