Neither teacher-centred nor student-centred: threshold concepts and research partnerships
In this paper I argue that pedagogic research organised around the investigation of threshold concepts offers a fresh way of thinking about research collaboration with students, academics and educational developers. I will first introduce the basic ideas about threshold concepts, briefly contrasting...
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| Formato: | article |
| Lenguaje: | EN |
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Association for Learning Development in Higher Education (ALDinHE)
2010
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/556f63ba280b45edb376f42596bd7762 |
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| Sumario: | In this paper I argue that pedagogic research organised around the investigation of threshold concepts offers a fresh way of thinking about research collaboration with students, academics and educational developers. I will first introduce the basic ideas about threshold concepts, briefly contrasting it with the phenomenographic tradition. I suggest that threshold concept inquiry effects a turn from this tradition by: a) encouraging partnerships with educationalists, students and subject specialists; and b) by a focus on the difficulty of the subject rather than on general education theory. |
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