Accounting for structure and agency in ‘close-up’ research on teaching, learning and assessment in higher education

Ashwin, Paul

doi:10.1016/j.ijer.2008.01.002

Cited by 41 publications

(23 citation statements)

References 42 publications

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“…This has implications for the notion of agency, which has not received adequate attention in higher education research (Ashwin, 2008). Some studies have begun to reconceptualise learning-related agency in terms of shared epistemic agency (Damşa et al, 2010).…”

Section: 1mentioning

confidence: 99%

Revisiting learning in higher education—Framing notions redefined through an ecological perspective

Damşa

Jornet

2017

FLR

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Section: 1mentioning

confidence: 99%

Revisiting learning in higher education—Framing notions redefined through an ecological perspective

Damşa

Jornet

2017

FLR

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“…The model of teaching and learning outlined above is often referred to as the 'approaches to learning' theory (Ashwin, 2008;Haggis, 2003;Trowler, 2005). None of the staff interviewed explicitly mentioned this model.…”

Section: Perceptions Of Quality Teachingmentioning

confidence: 99%

Finding time for quality teaching: an ethnographic study of academic workloads in the social sciences and their impact on teaching practices

Hemer

2013

Higher Education Research & Development

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University workloads, their impact on staff and how they can be managed, are the subject of considerable research and discussion. This paper addresses strategies to deal with the impact of workloads on teaching practices in higher education. In particular, it aims to discover the implicit theories and tacit assumptions that underlie perceptions of what constitutes quality teaching in the social sciences. Using an ethnographic approach, the research revealed that the strategies used by staff are linked to how they identify themselves: as researchers or 'good' teachers, and highlights a mismatch between the value academics place on quality teaching and what is rewarded by universities. The paper illustrates that strategies rely on assumptions about the nature of time, and the links between time and quality. Academics have little opportunity for critical reflection on teaching practices in order to be responsive to the changing contexts of higher education.

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“…Indeed, both Ashwin and Wertsch argue that a Vygotskian approaches may have limited explanatory powers because they does not consider the significance of the wider Student Engagement and Experience Journal Investigating student teachers' perspectives 5 political and historical context such as class struggle and alienation (Ashwin, 2008;Wertsch, 1991). Thus, together with insights I gained about the implications of reflexive methodologies (Alvesson and Skoldberg, 2009), it seemed that to obtain in-depth insights I needed a perspective that considered the influence of events and practices outside the immediate context of the seminar .…”

Section: The Walkaboutmentioning

confidence: 99%

Investigating students’ perspectives of learning and participating in seminars using a Bourdieuian perspective

Demissie¹

2012

SEEJ

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The purpose of this paper is to examine how Vygotsky's and Bourdieu's theoretical perspectives contributed to the insights I gained about student teachers' perceptions of seminars and my role as a seminar tutor. The paper is based on the findings from a doctoral study into students' perspectives of learning and participating in seminars. Using a constructive grounded theory approach, I interviewed five 2 nd year teacher education students and consulted relevant institutional documents. From a Vygotskian perspective, the data highlighted the complexity and dynamic nature of seminars where relationships, pedagogical tools and artefacts played an important meditational role. By highlighting the significance of the wider context, however, Bourdieu's theory of practice and in particular his concept of symbolic violence gave a richer perspective of participants' perspectives of seminars. In particular, by drawing attention to the impact of dominant discourses on individuals' practices, it provided a more nuanced view about the meanings they attached to their seminar experiences, and enabled a deeper reflection about my own practice and values as a tutor/lecturer in higher education.

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Accounting for structure and agency in ‘close-up’ research on teaching, learning and assessment in higher education

Cited by 41 publications

References 42 publications

Revisiting learning in higher education—Framing notions redefined through an ecological perspective

Revisiting learning in higher education—Framing notions redefined through an ecological perspective

Finding time for quality teaching: an ethnographic study of academic workloads in the social sciences and their impact on teaching practices

Investigating students’ perspectives of learning and participating in seminars using a Bourdieuian perspective

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