Nyhet

Theoretical Perspectives on Learning and Teaching

Lessons from Doctoral Studies

AvJane Andrews,Richard Waller

Inbunden, Engelska, 2026

1 160 kr

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Beskrivning

Theoretical Perspectives on Learning and Teaching showcases the ways in which theories, from education and beyond, have been used by researchers who have recently completed their doctoral studies in education. The studies are contextualised across different UK education sectors from primary education to higher education.Engaging with theory is one of the key criteria for assessing doctoral studies across disciplines. Research shows that recent doctoral graduates often struggle to transition from being researchers to publishing in academic books and journals. This collection, featuring chapters from thirteen recent education doctoral researchers, provides an opportunity for recent graduates to showcase how they engaged with theory in their doctoral studies. Each chapter highlights how different theories were applied or developed in their research across various educational sectors and explores how theory informed or was generated by their studies, utilizing diverse methods such as narrative inquiry, mixed methods research, creative methods, evaluation techniques, and ethnographic methods.Readers who are doctoral researchers themselves and their supervisors will find the chapters stimulate thinking and discussion about the diverse range of theories that can be drawn upon to inform research at different stages of the study, from design to analysis. The focus on ‘lessons from doctoral studies’ will benefit readers who are postgraduate researchers and their supervisors, as well as the wider education research community.

Produktinformation

Utgivningsdatum:2026-08-27
Mått:152 x 229 x 20 mm
Vikt:566 g
Format:Inbunden
Språk:Engelska
Antal sidor:296
Förlag:Emerald Publishing Limited
ISBN:9781836625537

Utforska kategorier

Mer om författaren

Jane Andrews is a Professor of Education at University of the West of England, UK, and is joint programme leader of the Professional Doctorate in Education (EdD) programme.Richard Waller is Professor of Education and Social Justice at University of the West of England, UK, and is joint programme leader of the Professional Doctorate in Education (EdD) programme.Laura Manison is a Senior Lecturer in Education in the School of Education & Childhood at the University of the West of England, UK.

Recensioner i media

Theoretical Perspectives on Learning and Teaching deserves to take its place as essential reading for both doctoral candidates and their supervisors. The editors have collated a diverse set of cases that provide student and supervisor perspectives on the emerging use of theory in doctoral work. Each chapter supports the editors’ suggestion that the research degree is a vital site of theoretical engagement and innovation; and that, despite the possibility of some initial “theory fright”, theoretical engagement is a means of opening eyes, or “providing clarity around meaning and understanding.” The student writers in the volume do an admirable job in showing that work with theory is not just an academic endeavor, but also takes its place in their lives, implicating the professional, pedagogical, and political. I would want any doctoral candidate who needs inspiration about how they might apply, adapt, or generate theory in their work to consult this book.

Innehållsförteckning

Chapter 1. Introduction – Working with Theories in Doctoral Studies of Learning and Teaching; Jane Andrews, Richard Waller, and Laura ManisonSection 1. Learner and Educator Perceptions Chapter 2. Learning, Unlearning and Not-For-Learning: From Funds of Knowledge to Pedagogies of Discomfort; Sally Tazewell, Richard Waller, and Tessa Podpadec Chapter 3. Perceptions of Virtual Reality in the Further Education Healthcare Curriculum in England: Insights into Adoption through a Critical Realist Lens; Laura Sheerman and Jane Andrews Chapter 4. Learning to be and Becoming a Journalist: Applying Theory to Understanding Learning and Teaching in Journalism Education; Myra Evans and Emma Agusita Chapter 5. A Conversation between Theory and Life: Personal Epistemology and Self-Authorship in a Narrative Inquiry with Undergraduate Law Students; Rachel Wood and Catherine Rosenberg Section 2. Calls for Change Chapter 6. Finding and Using Funds of Anti-racist Education: A Research Study with Racially Diverse Teachers in the Rural Southwest of England; Malcolm Richards and Sarah Whitehouse Chapter 7. Compassion in Action: Public Health Nursing Students’ Experiences of Caring Pedagogy; Joanne Seal and Laura Manison Chapter 8. From Theory to Practice: Designing a Parent Intervention to Reduce the Transmission of Maths Anxiety; Paula Fieldhouse and Marcus Witt Chapter 9. Developing Researcher Reflexivity through Exploring Leadership Self-Efficacy; Chris Baker and Paul Redford Chapter 10. A Roadmap for the Researcher: Parallel Journeys into Communities of Practice; Sara Bird and Helen King Section 3. Development of New Theoretical Frameworks Chapter 11. Developing and Testing Theoretical Propositions in Qualitative Education Research: Exploring Global Citizenship using a Critical Realist Case Study Design; Christine Comrie and Neil Harrison Chapter 12. Becoming FEAR-Less: Adventures in Heterotopic Affinity Space; Andrew King and Richard Waller Chapter 13. Synthesising Theories for Insight: Building a New Conceptual Framework to Understand the How and Why of Transitions from School to Home Education; Sarah Gillie and Harriet Pattison Chapter 14. A Novel Theoretical Lens: Learning to Look in Visual Research; Will Grant and Timothy Clark Chapter 15. Education Doctorates and Education Research: Apprenticeship, Contribution and Transition; David James