Reframing Teaching Relationships: From Student-Centred to Subject-Centred Learning
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| Title: | Reframing Teaching Relationships: From Student-Centred to Subject-Centred Learning |
|---|---|
| Language: | English |
| Authors: | Hobson, Julia, Morrison-Saunders, Angus |
| Source: | Teaching in Higher Education. 2013 18(7):773-783. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Centered Curriculum, Intellectual Disciplines, Expertise, Teaching Methods, Teacher Attitudes, Teaching Experience, Phenomenology, College Faculty, Higher Education, Integrity, Reflection |
| DOI: | 10.1080/13562517.2013.836095 |
| ISSN: | 1356-2517 |
| Abstract: | At a time when the context of teaching in higher education is difficult for many number of factors such as: reduced funding, changing demographics of students and demands to teach in flexible times and spaces, there are also higher levels of quality control, transparency and accountability over teaching which are exerted by institutions. This paper reframes these demands and difficulties to reclaim the disciplinary expertise of the academic as teacher and following Palmer sees teaching as an entanglement of "beings": the teachers, the learners and the subject and explores what it means to be a teacher within these relationships. We argue for a relational pedagogy in which embodied teaching is guided by listening for and to the subject. Wishing to be consistent in the paper with its theme, we adopt a subject-centred approach. And since our core subject in this paper is teaching, we necessarily include reflections on teaching experiences. |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2014 |
| Accession Number: | EJ1021625 |
| Database: | ERIC |
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| Abstract: | At a time when the context of teaching in higher education is difficult for many number of factors such as: reduced funding, changing demographics of students and demands to teach in flexible times and spaces, there are also higher levels of quality control, transparency and accountability over teaching which are exerted by institutions. This paper reframes these demands and difficulties to reclaim the disciplinary expertise of the academic as teacher and following Palmer sees teaching as an entanglement of "beings": the teachers, the learners and the subject and explores what it means to be a teacher within these relationships. We argue for a relational pedagogy in which embodied teaching is guided by listening for and to the subject. Wishing to be consistent in the paper with its theme, we adopt a subject-centred approach. And since our core subject in this paper is teaching, we necessarily include reflections on teaching experiences. |
|---|---|
| ISSN: | 1356-2517 |
| DOI: | 10.1080/13562517.2013.836095 |
