By Paul Ashwin
While present learn into educating and studying bargains many insights into the studies of teachers and scholars in better schooling, it has major shortcomings. It doesn't spotlight the dynamic ways that scholars and teachers effect on one another in teaching-learning interactions or the ways that those interactions are formed by way of wider social approaches. This e-book deals serious perception into current views on gaining knowledge of educating and studying in larger schooling and argues that replacement views are required so one can account for constitution and business enterprise in teaching-learning interactions in greater schooling. In contemplating 4 replacement views, it examines the ways that teaching-learning interactions are formed by way of teaching-learning environments, pupil and educational identities, disciplinary wisdom practices and institutional cultures. It concludes via 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 gaining knowledge of educating and studying in greater schooling.
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Additional resources for Analysing Teaching-Learning Interactions in Higher Education: Accounting for Structure and Agency
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.
Equally, many studies have examined the differences between the organizational cultures in different universities (for example, de Zilwa 2007). As Välimaa (1998) and Yorke (2004) note, such research is more common in the US than in the UK and Europe, a difference that Yorke (2004) puts down to greater competition between institutions in the US. This research tends to focus on institutional cultures generally (for example, see Tierney 1988 for a classic framework of organizational cultures and Trowler 2008a for a review of different approaches) rather than how these cultures impact on teaching–learning processes, even if some research has considered how such cultures impact on the introduction of learning initiatives (see Kezar et al.
This is because my overarching focus is on students’ and academics’ projects, how they impact on each other and how they are shaped by sets of structural– agentic processes in teaching–learning interactions in higher education. If my focus was, for example, on how national higher education systems are shaped by structural–agentic processes, then it seems highly likely that structural descriptions of such processes would be more in the foreground than agentic descriptions. In this way my view of structural– Conceptualizing structure and agency 23 agentic processes is clearly related to my interest in teaching–learning interactions in higher education.