Bokus
Trevor Kerry - Meeting the Challenges of Change in Postgraduate Education, E-bok

E-bok, Engelska, 2010

Meeting the Challenges of Change in Postgraduate Education

Av Trevor Kerry

591 kr

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Beskrivning
This text takes a radical look at the nature of adult learning in the postgraduate context and at the implications of this for universities and their courses. While, over recent decades, schools have had to undergo major re-assessments about how learning is developed into curriculum, how learning is delivered to students, and how that learning is assessed, universities have remained very largely detached from these pedagogical/andragogical issues. However, the circumstances of higher education provision have changed. There is also real pressure now from vocationalism.Meeting the Challenges of Change in Postgraduate Education places these movements in both a UK and a wider context examines the nature of learning and teaching in postgraduate education and opens up the debate for rethinking university provision. The book examines concepts such as integration as ways of retaining the higher order skills of a university education over against narrower, technicist approaches and suggest a continuum of provision, but one in which the learner takes centre stage.
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Mer om författaren

Trevor Kerry is Visiting Professor at Bishop Grosseteste University College, UK. Until recently he was Professor of Education Leadership at the Centre for Educational Research and Development at Lincoln University, UK, and is the university's first Emeritus Professor. He has worked in primary, secondary, further and higher education, as well as teacher education. He has been a Senior General Advisor with a Local Authority and an Ofsted Inspector. He was Professor of Education at the College of Teachers (UK), where he was also Senior Vice-President and Journal Editor.

Recensioner i media

'The postgraduate sector of higher education is growing with extraordinary rapidity and vitality but there is little consideration as to its nature. Is it to be an extension of undergraduate education or might it be seen in different ways? Might postgraduate students want to learn in ways that especially recognise their self-reliant capabilities? A merit of this volume is that it opens in an attractive and accessible way a space in which to address these issues. Anyone involved in designing, managing or teaching postgraduate courses will find this volume rewarding.' Ron Barnett, Emeritus Professor of Higher Education and Consultant, Institute of Education, University of London, UK

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