Exploring teacher–student interactions: communities of practice, ecological learning systems – or something else?

2.50
Hdl Handle:
http://hdl.handle.net/2436/596372
Title:
Exploring teacher–student interactions: communities of practice, ecological learning systems – or something else?
Authors:
Hall, V. J.
Abstract:
A small-scale action research project was used to consider the policy and rhetoric surrounding development of the ‘expert learner’ and how this might be further explored to provide opportunities for learners to have greater direct involvement in reflection and discussion with teachers. The research was based within a further education setting, using participants from an ‘HE in FE’ curriculum area: teacher education. It sought to explore how involving students as partners in the peer observation process might be used to engage with student voice and enhance the teaching and learning experience for all involved. To evaluate the creation, sharing and development of teaching and learning that might be generated in such circumstances, the research used two theoretical frameworks to analyse the data: communities of practice and ecological learning systems. This article reviews the literature around these two frameworks and critically reflects on the influences of these approaches in communities of teaching and learning. Analysis of interviews, and the interactions and dialogue contained within these, revealed something else happening within these connections. As such, it considers the opportunities facilitated in this context and how development of a newly-devised continuum of practice may be used to enable professional dialogue to enhance student–teacher interactions.
Citation:
Exploring teacher–student interactions: communities of practice, ecological learning systems – or something else? 2015:1 Journal of Further and Higher Education
Publisher:
Taylor & Francis
Journal:
Journal of Further and Higher Education
Issue Date:
10-Sep-2015
URI:
http://hdl.handle.net/2436/596372
DOI:
10.1080/0309877X.2015.1070395
Additional Links:
http://www.tandfonline.com/doi/full/10.1080/0309877X.2015.1070395
Type:
Article
Language:
en
ISSN:
0309-877X; 1469-9486
Appears in Collections:
Creating Positive Student Experiences

Full metadata record

DC FieldValue Language
dc.contributor.authorHall, V. J.en
dc.date.accessioned2016-02-16T15:07:12Zen
dc.date.available2016-02-16T15:07:12Zen
dc.date.issued2015-09-10en
dc.identifier.citationExploring teacher–student interactions: communities of practice, ecological learning systems – or something else? 2015:1 Journal of Further and Higher Educationen
dc.identifier.issn0309-877Xen
dc.identifier.issn1469-9486en
dc.identifier.doi10.1080/0309877X.2015.1070395en
dc.identifier.urihttp://hdl.handle.net/2436/596372en
dc.description.abstractA small-scale action research project was used to consider the policy and rhetoric surrounding development of the ‘expert learner’ and how this might be further explored to provide opportunities for learners to have greater direct involvement in reflection and discussion with teachers. The research was based within a further education setting, using participants from an ‘HE in FE’ curriculum area: teacher education. It sought to explore how involving students as partners in the peer observation process might be used to engage with student voice and enhance the teaching and learning experience for all involved. To evaluate the creation, sharing and development of teaching and learning that might be generated in such circumstances, the research used two theoretical frameworks to analyse the data: communities of practice and ecological learning systems. This article reviews the literature around these two frameworks and critically reflects on the influences of these approaches in communities of teaching and learning. Analysis of interviews, and the interactions and dialogue contained within these, revealed something else happening within these connections. As such, it considers the opportunities facilitated in this context and how development of a newly-devised continuum of practice may be used to enable professional dialogue to enhance student–teacher interactions.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/full/10.1080/0309877X.2015.1070395en
dc.rightsArchived with thanks to Journal of Further and Higher Educationen
dc.subjectcommunities of practiceen
dc.subjectecological learning systemsen
dc.subjectcommunities of learningen
dc.subjectstudent voiceen
dc.subjectprofessional dialogueen
dc.subjectobservationsen
dc.titleExploring teacher–student interactions: communities of practice, ecological learning systems – or something else?en
dc.typeArticleen
dc.identifier.journalJournal of Further and Higher Educationen
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