Paul Ashwin's Analysing Teaching-Learning Interactions in Higher PDF
By Paul Ashwin
When present study into instructing and studying deals many insights into the reports of teachers 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 through wider social strategies. This publication bargains severe perception into latest views on studying instructing and studying in larger schooling and argues that replacement views are required with the intention to account for constitution and company in teaching-learning interactions in greater schooling. In contemplating 4 replacement views, it examines the ways that teaching-learning interactions are formed through teaching-learning environments, scholar and educational identities, disciplinary wisdom practices and institutional cultures. It concludes by means of studying 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 gaining knowledge of 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
2007). There has also been work on how institutional contexts impact on students’ learning through the Social Organisation and Mediation of University Learning (SOMUL) project (Brennan and Jary 2005; Brennan and Osborne 2005a,b, 2008; Houston and Lebeau 2006; Richardson and Edmunds 2007), the National Student Survey (Richardson et al. 2007) and the use of the Course Experience Questionnaire (CEQ) in Australia (Ramsden 1991; McInnis et al. 2001). This focus on particular teaching–learning environments has led to the use of other theoretical tools to supplement the work of the Approaches to Learning and Teaching perspective.
Thus an Academic Literacies view of identity focuses on how identity is performed through particular practices and how factors such as students’ class, race and gender lead them to be positioned in particular ways in relation to the teaching–learning environment, particular disciplines and institutional processes. As Hamilton (2001) argues, an Academic Literacies perspective highlights the need to understand how institutions produce and privilege certain kinds of knowing. Although work from an Academic Literacies perspective has generally focused on students’ literacy practices, this view of identity is also consistent with work that has examined academics’ identities in relation to teaching–learning processes.
11) characterizes this as a ‘loose coupling’ between interactional practices and social structures and as if there were ‘a membrane selecting how various externally relevant social distinctions will be managed within the interaction’. Thus developing a structural description of teaching– learning interactions involves examining how the processes that are conceived as making up a set of structural–agentic processes become situated within teaching–learning interactions. Fourth, agentic descriptions of teaching–learning interactions will be different when examined in relation to different sets of structural– agentic processes.
Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency by Paul Ashwin