Capturing dissonance in university teacher education environments
Bibliographic Data
| ID | 4097300 |
|---|---|
| Authors | Joelle Fanghanel (City, University of London, corresponding author) |
| Year | 2004 |
| Volume | 29 |
| Issue | 5 |
| Pages | 575-590 |
| Publication date | 2004-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0307507042000261553 |
| OpenAlex | W2016028092 |
| Language | EN |
| Citations received | 6 |
| References cited | 12 |
In response to policy developments in higher education in the UK, the Institute for Learning and Teaching in Higher Education (ILTHE—now merged in the Higher Education Academy) was established in 1999 to provide a national framework for teaching and learning at tertiary level. This article considers the training environment of novice lecturers within the ILTHE framework and identifies areas of tensions within it. Activity systems theory is used as a broad framework for apprehending this environment. Praxis‐related, epistemological, structural and ideological dissonances are identified. Suggestions to advance change in this area are formulated in the light of the main findings. The limitations afforded by the activity systems approach are also discussed
Cognitive dissonance · Education policy · Epistemology · Higher education · Higher education policy · Ideology · Mathematics education · Pedagogy · Political science · Politics · Praxis · Sociology · Teacher education · Educational and Psychological Assessments · Innovative Education and Learning Practices · Psychology · Social Psychology · Teacher Education and Leadership Studies
Researching the Powerful in Education
Understanding Organizational Culture
Communities of Practice
Expansive Learning at Work
Mind as Action
Activity Theory and the Social Construction of Knowledge
Understanding emerging trends in higher education curricula and work connections
The epistemological stance between the knower and the known
Knowledge, Knowledge Work and Organizations
Disciplinary Differences and University Teaching
Situated Learning
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,29 |
| Citation span | 2005 - 2025 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |