By Paul Ashwin
When present learn into educating and studying deals many insights into the reviews of teachers and scholars in greater schooling, it has major shortcomings. It doesn't spotlight the dynamic ways that scholars and teachers impression on one another in teaching-learning interactions or the ways that those interactions are formed via wider social approaches. This ebook bargains severe perception into current views on gaining knowledge of instructing and studying in better schooling and argues that substitute views are required to be able to account for constitution and employer in teaching-learning interactions in better schooling. In contemplating 4 replacement views, it examines the ways that teaching-learning interactions are formed by means of teaching-learning environments, pupil and educational identities, disciplinary wisdom practices and institutional cultures. It concludes by means of reading the conceptual and methodological implications of those analyses of teaching-learning interactions and gives the reader with a useful consultant to alternative routes of conceptualising and discovering instructing and studying in larger schooling.
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Additional resources for Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency
This is because it is clear that the literacy practices of an academic teaching are different from the literacy practices of students engaged in learning tasks. This can make it difficult to gain a sense of how the identities of academics and students continually impact on each other within teaching–learning interactions. Rather, the focus tends to be on the overall relations between the different world-views of the student and academics without a sense of how these come together to create particular identities in particular interactions.
In relation to the second set of questions about how the teaching– learning interaction is characterized in terms of the teaching–learning environment, it does not provide a sense of the dynamic and interactive aspects of teaching–learning processes. Rather, as I have outlined in Chapter 1, it tends to either focus on academics’ perceptions of teaching or students’ perceptions of learning. This gives little sense of the way in which academics and students continually impact on each other in particular interactions.
Tight (2008) discusses the relative strengths of conceiving of disciplinary knowledge practices as ‘Tribes and Territories’ or in terms of ‘Communities of Practice’, while Becher and Parry (2005) argue that focusing on academic Communities of Practice moves away from focusing on the cognitive structure of pure disciplines to the social organization of more interdisciplinary subjects. My reason for drawing on the notion of Communities of Practice rather than ‘Tribes and Territories’ is that I am examining these disciplinary knowledge practices in relation to teaching–learning interactions, and a Communities of Practice perspective seems more suitable for this purpose because it is explicitly based on a theory of learning.