Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency

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Dr Paul Ashwin (Lancaster University, UK)

Analysing Teaching-Learning Interactions in Higher Education

Accounting for Structure and Agency

Dr Paul Ashwin (Lancaster University, UK)

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English

Continuum Publishing Corporation
23 February 2012

Colleges of higher education; Teaching skills & techniques

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.

By: Dr Paul Ashwin (Lancaster University UK)
Imprint: Continuum Publishing Corporation
Country of Publication: United States
Dimensions: Height: 234mm, Width: 156mm, Spine: 13mm
Weight: 280g
ISBN: 9781441191809
ISBN 10: 1441191801
Pages: 176
Publication Date: 23 February 2012
Audience: College/higher education , Further / Higher Education
Format: Paperback
Publisher's Status: Active

Acknowledgements \ 1. Introduction \ 2. Conceptualising structure and agency in relation to teaching-Learning interactions \ 3. Current ways of analysing the relations between structural-agentic processes and teaching-learning interactions \ 4. An activity theory approach to analysing the relations between teaching-learning environments and teaching-learning interactions \ 5. A symbolic-interactionist approach to analysing the relations between student and academic Identities and teaching-learning interactions \ 6. A Bernsteinian approach to analysing the relations between disciplinary knowledge practices and teaching-learning interactions \ 7. A Bourdieusian approach to analysing the relations between institutional cultures and teaching-learning interactions \ 8. Implications for researching teaching-learning interactions \ References \ Index

Paul Ashwin is Professor of Higher Education at Lancaster University, UK.

Reviews for Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency

'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)