Universities as centres of non-learning
Bibliographic Data
| ID | 4097559 |
|---|---|
| Authors | Ian M Kinchin (0000-0001-5425-4688, King's College London, corresponding author), Simon Lygo-Baker (0000-0002-7842-9718, King's College London), David B Hay, David Hay (0000-0001-9349-6049, King's College London) |
| Year | 2008 |
| Volume | 33 |
| Issue | 1 |
| Pages | 89-103 |
| Publication date | 2008-02-01 |
| 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 | 10.1080/03075070701794858 |
| OpenAlex | W2043111595 |
| Language | EN |
| Citations received | 16 |
| References cited | 49 |
It has been claimed that one of the overriding purposes of the scholarship of teaching movement is to make more visible what teachers do to make learning happen. The authors of this article are critical of the literature on the scholarship of teaching for not having made more progress towards this aim. They support these assertions through analysis of recent literature and consultation with academics teaching in a variety of disciplines. The weakness in the prior literature is addressed by a proposal to augment a model of scholarship of teaching by providing a tool that can be used by teachers to make explicit the central concept of pedagogic resonance – the bridge between teacher knowledge and student learning. This bridge, spanning the divide between teacher and student, can be made visible through the application of mapping techniques. However, the application of the concept mapping methodology reveals a strategic learning cycle in which teachers and students appear to be complicit in the avoidance of engagement with the discourse of the discipline. The perceived utility of this strategic cycle may subvert any attempt to develop scholarship in university teaching, and may lead consistently to a non-learning outcome for students and teachers – a phenomenon that has previously been largely ignored
Epistemology · Higher education · Mathematics education · Pedagogy · Phenomenon · Political science · Scholarship · Scholarship of Teaching and Learning · Sociology · Teaching and learning center · Teaching method · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education
Investigación e Innovación Educativa
Scholarship of Teaching and Learning
The Ecological Root Metaphor for Higher Education
An ecological lens on the professional development of university teachers
Revisiting ‘A “teaching excellence” for the times we live in’
Bridging the symbolic abyss
Evolution of academic roles, the emergence of education focused roles, and the policy solutions needed for building resilience in education focused academic roles in higher education
Tracing pedagogic frailty in arts and humanities education
Reducing the Gap between Skills Sought by Employers and Developed by Education
Mapping pedagogic frailty in geography education
Understanding (in)formal learning in an academic development programme
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology
Considering the concept of recipience in student learning from a modified Bernsteinian perspective
Towards an ecological university
Making learning visible
Um novo olhar sobre a vida acadêmica
Grounded theory in practice
The Acquisition and Retention of Knowledge
Learning, Creating, and Using Knowledge
Professional Development and Teacher Change
The Concept of Mind
Doing Exactly What It Says On The Tin
Why Doctors Don't Disclose Uncertainty
Grounded Theory in Practice
Scholarship neglected? How levels are assigned for units of study in Australian undergraduate courses
Those Who Understand
Professionalising Teaching Practice in Higher Education
Anthropology and the Educational ‘Trading Zone’
Scholarship, Research and the Evidential Basis of Policy Development in Education
Towards an uncertain politics of professionalism
Using concept maps to measure deep, surface and non-learning outcomes
Student learning and the scholarship of university teaching
Controversy and Consensus on the Scholarship of Teaching
Charting a critical course on the scholarship of university teaching movement
| Unique citing works | 16 |
|---|---|
| Citations per year | 0,89 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |