Trouble and transformation in higher education

Identifying Threshold Concepts Through Faculty Narratives About Teaching Writing

Dados Bibliográficos

ID4096977
AutoresChristopher Basgier (Office of University Writing, Auburn University, Auburn, AL, USA, autor correspondente), Amber Simpson (0000-0001-5467-4885, Auburn University)
Ano2020
Volume45
Fascículo9
Páginas1906-1918
Data de publicação2020-09-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2019.1598967
OpenAlexW2930765871
IdiomaEN
Citações recebidas5
Referências citadas25

The theory of threshold concepts has given faculty a powerful way to name foundational, but difficult, disciplinary concepts. However, there is no methodological consensus about the best ways to identify them. In this article, we introduce a phenomenographically-derived narrative framework for identifying stages of threshold concept acquisition. We developed this framework through a study of faculty's conceptions of the teaching of writing situated within the normal course of disciplinary education across fields. Because of this focus, our framework has immediate application for anyone who wants to understand faculty members’ thinking about the teaching of writing and help them acquire conceptions that support good pedagogy. More broadly, disciplinary faculty and researchers across higher education can use our narrative framework to identify their own or students’ stages of threshold acquisition in a range of disciplines, and so adjust curricula accordingly

Curriculum · Discipline · Engineering ethics · Higher education · Linguistics · Mathematics education · Narrative · Pedagogy · Political science · Situated · Social science · Sociology · Computer Science · Engineering · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education