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

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    Authors
    Hall, V. J.
    Issue Date
    2015-09-10
    
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    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
    Hall, VJ. (2015) 'Exploring teacher–student interactions: communities of practice, ecological learning systems – or something else?' Journal of Further and Higher Education, 41 (2) pp. 120-132
    Publisher
    Taylor & Francis
    Journal
    Journal of Further and Higher Education
    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
    Journal article
    Language
    en
    ISSN
    0309-877X
    1469-9486
    ae974a485f413a2113503eed53cd6c53
    10.1080/0309877X.2015.1070395
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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