Download Analysing Teaching-Learning Interactions in Higher by Paul Ashwin PDF
By Paul Ashwin
When 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 impression on one another in teaching-learning interactions or the ways that those interactions are formed by means of wider social methods. This publication bargains serious perception into latest views on studying instructing and studying in better schooling and argues that replacement views are required with the intention to account for constitution and employer in teaching-learning interactions in greater schooling. In contemplating 4 substitute views, it examines the ways that teaching-learning interactions are formed via teaching-learning environments, scholar and educational identities, disciplinary wisdom practices and institutional cultures. It concludes via reading the conceptual and methodological implications of those analyses of teaching-learning interactions and offers the reader with a useful advisor to other ways of conceptualising and studying educating and studying in larger schooling.
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Extra resources for Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency
For example, Wenger (2000) argues that Communities of Practice consist of a domain, a set of shared practices and a community. The similarity to Barton and Hamilton’s (1998) approach to discourse communities, which I outlined earlier, is striking. As the above quote from Barton 42 Analysing Teaching–Learning Interactions in Higher Education and Hamilton (2005) suggests, the difference lies in the focus on how learning, rather than literacy, is situated within particular domains in the Communities of Practice literature.
In summary, although the Approaches to Learning and Teaching perspective contributes to an understanding of the relations between academics’ and students’ perceptions of the teaching–learning environment and their approaches to, and outcomes from, learning and teaching, it does not really help in an analysis of the ways in which the teaching–learning environment is produced within particular teaching–learning interactions, or how teaching–learning interactions can be characterized in terms of the teaching–learning environment.
Henkel (2000) argued that there were similar differences in her examination of academic identities in different universities. This suggests a picture of institutions of different sizes, with different intakes of students in terms of prior academic achievement and social class and race, studying different curricula and being assessed in different ways. However, Trowler and Knight (1999) argue that it is too simplistic to see such differences simply in terms of differences in top-down institutional cultures.