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HOW to Learn and Teach

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Abstract

This chapter looks at how ‘learning’ and ‘teaching’ are portrayed in the selected policy documents and then compares this with interview accounts of lecturers’ experiences. The endpoint of analysis across the selected policy documents, the macro-strategy of ‘Learning as socially situated and teaching as facilitation’ indicates the way that learning, knowledge and power are constructed as being socially situated and co-created while any notion of teaching is absent or reduced to a light-touch ‘facilitation’. Such policy portrayals of learning and teaching appear to be a response to the perceived need to focus on the ‘student experience’ and ‘student engagement’ and contrast sharply with lecturer accounts of teaching and the amount of support given to students. The chapter draws parallels with Bernstein’s notion of invisible/visible pedagogies and the pedagogic identities available in particular socio-political contexts. The diminished view of teaching constructed in policy could be problematic for universities with greater student diversity.

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Correspondence to Sarah Horrod .

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Horrod, S. (2023). HOW to Learn and Teach. In: Learning and Teaching in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-28038-2_5

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  • DOI: https://doi.org/10.1007/978-3-031-28038-2_5

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-031-28037-5

  • Online ISBN: 978-3-031-28038-2

  • eBook Packages: Social SciencesSocial Sciences (R0)

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