Fanghanel, Joelle (2004) Capturing dissonance in university teacher education environments. Studies in Higher Education, 29 (5). pp. 575-590. ISSN 0307-5079
dissonances_2.doc - Accepted Version
In response to policy developments in Higher Education in the United Kingdom, the Institute for Learning and Teaching in Higher Education (ILTHE) was established in 1999 to provide a national framework for teaching and learning at tertiary level. This paper considers the training environment of novice lecturers within the ILTHE framework and identifies areas of tensions within it. Activity systems theory (Engeström, 2000; 2001) is used as a broad framework for apprehending this environment. Praxis-related, epistemological, structural and ideological dissonances are identified. Suggestions to advance change in this area are formulated in the light of the main findings. The limitations afforded by the activity systems approach are also discussed.
|Depositing User:||Joelle Fanghanel|
|Date Deposited:||31 May 2016 10:07|
|Last Modified:||22 Oct 2016 18:31|
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