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Variation in academics' accounts of tutorials.

Ashwin, Paul (2006) Variation in academics' accounts of tutorials. Studies in Higher Education, 31 (6). pp. 651-665. ISSN 0307-5079

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    Abstract

    There is a growing literature that has examined academics‟ approaches to, and accounts of, teaching. One aspect that has not been examined is academics‟ perceptions of particular teaching methods. In this study, academics‟ accounts of tutorials at the University of Oxford were used as an „ideal type‟ in order to examine whether there is variation in the ways that academics experience a single teaching method. An analysis of interviews with 20 academics constituted four qualitatively different ways in which academics described the purpose of tutorials. This paper examines whether there appeared to be systematic subject-based differences in the ways academics‟ described tutorials, as well as examining relations between academics‟ accounts of tutorials and their approaches to teaching. In doing so, the study offers insight into the different ways in which academics account for a particular teaching and learning task, which has important implications for the approach that is taken to supporting university teaching more generally

    Item Type: Article
    Journal or Publication Title: Studies in Higher Education
    Uncontrolled Keywords: The final ; definitive version of this article has been published in the Journal ; Studies in Higher Education ; 31 (6) ; 2006 ; © Informa Plc
    Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
    Departments: Faculty of Arts & Social Sciences > Educational Research
    ID Code: 27326
    Deposited By: Dr Paul Ashwin
    Deposited On: 19 Oct 2009 09:07
    Refereed?: Yes
    Published?: Published
    Last Modified: 26 Jul 2012 16:41
    Identification Number:
    URI: http://eprints.lancs.ac.uk/id/eprint/27326

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