- Publisher: Continuum Publishing Corporation
- Format: Paperback | 176 pages
- Dimensions: 154mm x 232mm x 12mm | 181g
- Publication date: 26 April 2012
- Publication City/Country: New York
- ISBN 10: 1441191801
- ISBN 13: 9781441191809
- Edition statement: New.
- Illustrations note: 3 bw illustrations
- Sales rank: 713,899
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.
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Paul Ashwin is Senior Lecturer in Education at Lancaster University, UK.
"'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)"
Table of contents
Acknowledgements; 1. Introduction; 2. Conceptualising Structure and Agency in Relation to Teaching-Learning Interactions in Higher Education; 3. Current Ways of Analysing Teaching-Learning Interactions in Higher Education; 4. An Activity Theory Approach to Analysing the Relations between Teaching-Learning Environments and Teaching-Learning Interactions in Higher Education; 5. A Symbolic-Interactionist Approach to Analysing the Relations between Student and Academic Identities and Teaching-Learning Interactions in Higher Education; 6. A Bernsteinian Approach to Analysing the Relations between Disciplinary Knowledge Practices and Teaching-Learning Interactions in Higher Education; 7. A Bourdieusian Approach to Analysing the Relations between Institutional Cultures and Teaching-Learning Interactions in Higher Education; 8. Implications for Researching Teaching-Learning Interactions in Higher Education; References; Index.