By Paul Ashwin
While present learn into instructing and studying deals many insights into the reviews of teachers and scholars in larger 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 by way of wider social procedures. This booklet bargains severe perception into present views on gaining knowledge of educating and studying in greater schooling and argues that substitute views are required on the way to account for constitution and employer in teaching-learning interactions in better schooling. In contemplating 4 substitute 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 via analyzing the conceptual and methodological implications of those analyses of teaching-learning interactions and gives the reader with a useful consultant to other ways of conceptualising and studying instructing and studying in better schooling.
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Additional resources for Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency
Thus while academics in a particular teaching–learning interaction might have more systemic power than students, different academics will use this power in different ways and it will play out differently depending on students’ reactions to this power. Second, how does this view of structural–agentic processes relate to the ‘macro/micro’ divide? From the perspective adopted here, there is a rejection of the conflation of agency with micro contexts and structure with macro contexts (see Sibeon 2004 for a discussion of this).
Given that my focus is on the relations between institutional cultures and teaching–learning interactions, I use the later development of these ideas into the notion of ‘Teaching and Learning Regimes’ by Paul Trowler and his colleagues as a way of analysing these relations. Current ways of analysing relations 47 The Teaching and Learning Regimes (TLRs) perspective The notion of ‘Teaching and Learning Regimes’ (TLRs) is focused at the level of individual departments or workgroups within universities (Trowler and Cooper 2002; Trowler 2005; Trowler et al.
I argue that the current mainstream approaches to research in this area do not meet the particular challenges of analysing the relations between these sets of structural–agentic processes and teaching– learning interactions. In particular, I argue that the tendency in research in this area to separate the perceptions and practices of students from the perceptions and practices of academics seriously hinders its capacity to account for these relations. For this reason, I argue that there is a need to examine alternative approaches to analysing the relations between sets of structural–agentic processes and teaching–learning interactions in higher education.
Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency by Paul Ashwin