Fanghanel, Joelle (2004) Capturing dissonance in university teacher education environments. Studies in Higher Education, 29 (5). pp. 575-590. ISSN 0307-5079

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Abstract

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.

Item Type:	Article
Identifier:	10.1080/0307507042000261553
Additional Information:	© 2004 Taylor & Francis. This is an Author's Accepted Manuscript of an article published in Studies in Higher Education, Volume 29, Issue 5, available online at: https://doi.org/10.1080/0307507042000261553.
Subjects:	Education
Depositing User:	Joelle Fanghanel
Date Deposited:	31 May 2016 10:07
Last Modified:	06 Feb 2024 15:41
URI:	https://repository.uwl.ac.uk/id/eprint/904

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