Whilst current research into teaching and learning offers many
insights into the experiences of academics and students in higher
education, it has two significant shortcomings. It does not
highlight the dynamic ways in which students and academics impact
on each other in teaching-learning interactions or the ways in
which these interactions are shaped by wider social processes. This
book offers critical insight into existing perspectives on
researching teaching and learning in higher education and argues
that alternative perspectives are required in order to account for
structure and agency in teaching-learning interactions in higher
education. In considering four alternative perspectives, it
examines the ways in which teaching-learning interactions are
shaped by teaching-learning environments, student and academic
identities, disciplinary knowledge practices and institutional
cultures. It concludes by examining the conceptual and
methodological implications of these analyses of teaching-learning
interactions and provides the reader with an invaluable guide to
alternative ways of conceptualising and researching teaching and
learning in higher education.
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