Re-imagining the traditional lecture: an action research approach to teaching student teachers to ‘do’ philosophy

Tormey, Roland; Henchy, Deirdre

doi:10.1080/13562510802045337

Cited by 34 publications

(20 citation statements)

References 7 publications

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“…The publication of research (Tormey and Henchy, 2008) has created interest in adaptation of delivery in other programmes and further informs this ongoing conversation. Other difficulties such as assessment and over-reliance on memorisation remain to be addressed.…”

Section: Ijshe 94mentioning

confidence: 95%

Working in the action/research nexus for education for sustainable development

Tormey¹,

Liddy

Maguire

et al. 2008

International Journal of Sustainability in Higher Education

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2015),"The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development"Access to this document was granted through an Emerald subscription provided by emerald-srm: 403714 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Higher education has a key role and responsibility in creating change and addressing issues of fundamental human concern such as inequality and social justice, globalisation and development, environmental protection and sustainability. The purpose of this paper is to describe how RCE-Ireland, established in September 2007, aims to develop awareness and engagement with these realities and ensure they become integrated into education in Ireland. Design/methodology/approach -Action research is based on a cyclical process of action, observation, reflection and adaptation, and has been adopted by RCE-Ireland as key to reorienting the practice of education towards sustainability. Two case studies of action research projects are the focus of the paper: Critical Thinking in Large Scale Lectures, University of Limerick, and Reorienting Course Content towards Ethical and Ecological Consumerism, St Angela's College, Sligo. The methodologies employed include both qualitative and quantitative data collection, and address critiques of action research while remaining true to the aims of democratic teaching and engaged scholarship. Findings -The case studies demonstrate action research as a valuable and valid research methodology in itself, as well as recognising its appropriateness in reorienting education towards sustainability. The University and University-based educationalists have a unique role here by linking research and practice, blurring the boundaries of research as objective and value-free, and in demonstrating innovation and leadership in addressing global challenges and human concerns. Originality/value -The University can provide opportunities for reorientation towards sustainability, as well as presenting challenges to this work. There is much evidence that higher education settings find it more difficult to adjust their practices than to adjust their content. One approach to engender such change in p...

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Section: Ijshe 94mentioning

confidence: 95%

Working in the action/research nexus for education for sustainable development

Tormey¹,

Liddy

Maguire

et al. 2008

International Journal of Sustainability in Higher Education

Self Cite

View full text Add to dashboard Cite

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“…While there are some data to support the contention (e.g. Prosser and Trigwell 1999), Tormey and Henchy (2008) found considerable diversity in how students approached learning in the same course, while a recent review of available evidence by Baeten et al (2010, 246) found that the studentcentred teaching methods that were expected to give rise to deep learning approaches often did not do so and that numerous studies have found students in such contexts either adopting more surface approaches or showing no significant change in their approaches. On the other hand some studies did find that such teaching approaches were associated with increases in deep approaches to learning.…”

Section: Empirical Validitymentioning

confidence: 95%

The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework

Tormey

2013

Teaching in Higher Education

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The 'deep/surface approach to learning' framework is widely used in higher education. Its perceived strength is that it is regarded as having two functions: both being (1) a useful metaphor for development of teaching and learning in higher education and (2) a valid concept for researchers. In this paper, I present a critical review of the model. I argue that an oversimplified conceptual framework, empirical weaknesses, and a relative lack of conceptual development can all be seen as a function of the attempt to meet both these divergent goals. The dominance of the model in the teaching and learning in higher education literature may also have prevented the development of alternative, more useful frameworks for understanding learning in higher education, such as that of 'expert competence'.

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“…Often researchers try to determine what particular effects innovations have had on learners. For example, how students had used the technology, what types of activity they found most valuable and what advantages/disadvantages the innovation presented for their study experience, or students attitudes to a particular technological intervention (Cooner, 2010;Copley, 2007;Cramer, Collins, Snider & Fawcett, 2007;Dalgarno, Bishop, Adlong & Bedgood, 2009;Elgort, Smith & Toland, 2008;Evans, 2008;Fernandez, Simo & Sallan, 2009;Hakkarainen, Saarelainen & Ruokamo, 2007;Hui, Hu, Clark, Tam & Milton, 2007;Sim & Hew, 2010;Sorensen, Twidle, Childs & Godwin, 2007;Stephenson, Brown & Griffin, 2008;Tormey & Henchy, 2008;Tynan & Colbran, 2006;Wheeler & Wheeler, 2009;Woo et al, 2008;Wyatt et al, 2010). While such an approach can provide useful information, the outcomes do not of themselves demonstrate that a technological innovation has improved the student learning performance or experience.…”

Section: Self-report Questionnaires and Attitude Scalesmentioning

confidence: 99%

Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

Kirkwood¹,

Price²

2013

Brit J Educational Tech

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This article examines assumptions and beliefs underpinning research into educational technology. It critically reviews some approaches used to investigate the impact of technologies for teaching and learning. It focuses on comparative studies, performance comparisons and attitudinal studies to illustrate how under-examined assumptions lead to questionable findings. The extent to which it is possible to substantiate some of the claims made about the impact of technologies on the basis of these approaches and methods is questioned. We contend researchers should ensure that they acknowledge underlying assumptions and the limitations imposed by the approach adopted in order to appropriately interpret findings.

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Re-imagining the traditional lecture: an action research approach to teaching student teachers to ‘do’ philosophy

Cited by 34 publications

References 7 publications

Working in the action/research nexus for education for sustainable development

Working in the action/research nexus for education for sustainable development

The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework

Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

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