Analysing Teaching-Learning Interactions in Higher Education

Paul Ashwin is Professor of Higher Education at Lancaster University, UK.

'A major contribution to the study of teaching and learning in higher education through its perceptive analysis of theoretical frameworks and their implications. Ranging across studies of perception, identity, activity systems, field and pedagogic device, Paul Ashwin offers both an accessible review and a wealth of ideas for the future development of understanding.' Andrew Pollard, Professor of Education and supports educational research, Institute of Education, University of London, UK, University of Bristol, UK, and University of Cambridge, UK

• Acknowledgements \ 1. Introduction \ 2. Conceptualising Structure and Agency in Relation to Teaching-Learning Interactions \ 3. Current Ways of Analysing the Relations between Structural-Agentic Processes and Teaching-Learning Interactions \ 4. An Activity Theory Approach to Analysing the Relations Between Student and Academic Identities and Teaching-Learning Interactions \ 5. A Symbolic-Interactionist Approach to Analysing the Relations between Student and Academic Identities and Teaching-Learning Interactions \ 6. A Bernsteinian Approach to Analysing the Relations between Disciplinary Knowledge Practices and Teaching-Learning Interactions \ 7. A Bourdieusian Approach to Analysing the Relations between Institutional Cultures and Teaching-Learning Interactions \ 8. Implications for Researching Teaching-Learning Interactions \ References \ Index