Analysing Teaching-Learning Interactions in Higher Education

Paul Ashwin is Senior Lecturer in Education at Lancaster University, UK.

"'This excellent book makes 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 Director of the ESRC Teaching and Learning Research Programme, Institute of Education, University of London, UK)"

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