Exploring Teacher-Student Interactions: Communities of Practice, Ecological Learning Systems--or Something Else?

Autor/in	Hall, V. J.
Titel	Exploring Teacher-Student Interactions: Communities of Practice, Ecological Learning Systems--or Something Else?
Quelle	In: Journal of Further and Higher Education, 41 (2017) 2, S.120-132 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2015.1070395
Schlagwörter	Teacher Student Relationship; Interaction; Communities of Practice; Ecological Factors; Ecology; Action Research; Learning Processes; Expertise; Interpersonal Communication; Adult Education; Adult Learning; Higher Education; Teacher Education; Peer Evaluation; Inclusion; Student Empowerment; Data Analysis; Literature Reviews; Dialogs (Language); Educational Practices; Observation; Phenomenology + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Community; Ökologischer Ansatz; Ökologie; Projektforschung; Learning process; Lernprozess; Expert appraisal; Interpersonale Kommunikation; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerausbildung; Lehrerbildung; Inklusion; Studienberechtigung; Auswertung; Dialog; Dialogs; Dialogue; Dialogues; Bildungspraxis; Beobachtung; Phenomenological psychology; Phänomenologie; Psychologie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01