Malcolm, Janice and Zukas, Miriam (2001) Bridging pedagogic gaps: conceptual discontinuities in higher education. Teaching in Higher Education, 6 (1). pp. 33-42. ISSN 1356-2517. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)
This paper presents a critical overview of issues arising from an ESRC-funded research project which focuses on the literature of higher education pedagogy current in the UK, seen from the authors' adult education perspective. Dominant psychological approaches to teaching and learning are identified as promoting a limited conceptualisation of pedagogy as an educational 'transaction' between individual learners and teachers, and an asocial construction of the learner. Certain approaches to the interrelationship of theory, research and practice are criticised for their reduction of pedagogic theory to a set of professional rules for practice, and for their contribution to the isolation of pedagogic theory from the rich literature of higher education policy and purpose. Some of these problems are attributed to the problematic ownership, status and organisational role of 'educational development' for academic work. A 'conversation' across different areas of pedagogic practice may be a constructive way to address these issues.
|Subjects:||L Education > LB Theory and practice of education|
|Divisions:||Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education|
|Depositing User:||Janice Malcolm|
|Date Deposited:||17 Mar 2009 13:00|
|Last Modified:||24 Jul 2012 13:27|
|Resource URI:||https://kar.kent.ac.uk/id/eprint/4660 (The current URI for this page, for reference purposes)|