By Paul Ashwin
While present study into instructing and studying bargains many insights into the stories of lecturers and scholars in larger 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 procedures. This ebook deals serious perception into latest views on getting to know instructing and studying in greater schooling and argues that replacement views are required in an effort to account for constitution and supplier in teaching-learning interactions in better schooling. In contemplating 4 replacement 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 by way of analyzing the conceptual and methodological implications of those analyses of teaching-learning interactions and offers the reader with a useful consultant to other ways of conceptualising and learning instructing and studying in better schooling.
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Extra resources for Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency
In discussing research foregrounding the identities of academics and students, I will focus on research from an Academic Literacies perspective for two reasons. First, because of its focus on how identities are developed through literacy practices, it tends to focus specifically on how identities are constructed in relation to teaching–learning processes in higher education. Second, because it is often posited as the strongest alternative to the Approaches to Teaching and Learning perspective (for example, see Haggis 2003, 2004).
Thus rather than higher education being relatively homogenous, it is characterized by different epistemologies that require students to develop different kinds of identities. These identities are different both in terms of the identities that students develop in relation to literacy practices outside of higher education (for example, see Mann 2000 on the students’ experiences of the differences between reading for pleasure and reading for their higher education programmes) and 38 Analysing Teaching–Learning Interactions in Higher Education in terms of the identities developed in different disciplinary and institutional contexts (Lea and Street 1998, 2006; Hermerschmidt 1999) So in contrast to the Approaches to Learning and Teaching, an Academic Literacies perspective foregrounds the ways in which students and academics develop identities and practices in relation to particular institutional and disciplinary settings rather than foregrounding how they perceive the teaching–learning environment.
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. They use the notion of multiple cultural configurations (for example, see Alvesson 2002) to argue that there are sets of cultures that at the level of the teaching–learning processes take on particular kinds of meanings.
Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency by Paul Ashwin