Analysing teaching-learning interactions in higher education : accounting for structure and agency / Paul Ashwin.

Format:

Book

Author/Creator:

Ashwin, Paul, 1970-

Series:

Continuum studies in education.

Continuum studies in education

Language:

English

Subjects (All):

College teaching.

Teacher-student relationships.

Interaction analysis in education.

Physical Description:

1 online resource (176 p.)

Edition:

1st ed.

Place of Publication:

London ; New York : Continuum International Pub. Group, c2009.

Language Note:

English

System Details:

Mode of access: World Wide Web.

Summary:

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

Contents:

Contents; Acknowledgements; 1 Introduction; 2 Conceptualizing 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 Analysing the relations between teaching-learning environments and teaching-learning interactions; 5 Analysing the relations between student and academic identities and teaching-learning interactions; 6 Analysing the relations between disciplinary knowledge practices and teaching-learning interactions

7 Analysing the relations between institutional cultures and teaching-learning interactions8 Implications for researching teaching-learning interactions; References; Index

Notes:

Description based upon print version of record.

Includes bibliographical references (p. 143-162) and index.

ISBN:

1-282-13662-3

9786612136627

0-8264-3239-5

OCLC:

406415173