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A sociology of teaching, learning and enhancement: improving practices in higher education.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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A sociology of teaching, learning and enhancement: improving practices in higher education. / Trowler, Paul.
In: Papers : Revista de Sociologia, No. 76, 2005, p. 13-32.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Trowler, P 2005, 'A sociology of teaching, learning and enhancement: improving practices in higher education.', Papers : Revista de Sociologia, no. 76, pp. 13-32.

APA

Trowler, P. (2005). A sociology of teaching, learning and enhancement: improving practices in higher education. Papers : Revista de Sociologia, (76), 13-32.

Vancouver

Trowler P. A sociology of teaching, learning and enhancement: improving practices in higher education. Papers : Revista de Sociologia. 2005;(76):13-32.

Author

Trowler, Paul. / A sociology of teaching, learning and enhancement : improving practices in higher education. In: Papers : Revista de Sociologia. 2005 ; No. 76. pp. 13-32.

Bibtex

@article{737aa2fd7d4744b0867e8ae17d034f5f,
title = "A sociology of teaching, learning and enhancement: improving practices in higher education.",
abstract = "This paper examines some lacunae in the sociological approach to the study of education, in particular the relative lack of attention given to learning and teaching issues and, in that context, to the meso level of analysis. Setting out a social practice theory approach to the issue, the paper is particularly concerned to elaborate the implications of such a theoretical perspective for the understanding of change in higher education, especially change initiative designed to enhance teaching and learning. The paper shows how the construction and enactment of teaching and learning regimes at the departmental level in universities can have significant effects on the reception and implementation of such initiatives. It is argued that change agents are empowered by better theory to ask better questions and be more perceptive and discriminating as they come to understand and seek to influence educational contexts.",
author = "Paul Trowler",
year = "2005",
language = "English",
pages = "13--32",
journal = "Papers : Revista de Sociologia",
issn = "2013-9004",
publisher = "Universitat de Barcelona",
number = "76",

}

RIS

TY - JOUR

T1 - A sociology of teaching, learning and enhancement

T2 - improving practices in higher education.

AU - Trowler, Paul

PY - 2005

Y1 - 2005

N2 - This paper examines some lacunae in the sociological approach to the study of education, in particular the relative lack of attention given to learning and teaching issues and, in that context, to the meso level of analysis. Setting out a social practice theory approach to the issue, the paper is particularly concerned to elaborate the implications of such a theoretical perspective for the understanding of change in higher education, especially change initiative designed to enhance teaching and learning. The paper shows how the construction and enactment of teaching and learning regimes at the departmental level in universities can have significant effects on the reception and implementation of such initiatives. It is argued that change agents are empowered by better theory to ask better questions and be more perceptive and discriminating as they come to understand and seek to influence educational contexts.

AB - This paper examines some lacunae in the sociological approach to the study of education, in particular the relative lack of attention given to learning and teaching issues and, in that context, to the meso level of analysis. Setting out a social practice theory approach to the issue, the paper is particularly concerned to elaborate the implications of such a theoretical perspective for the understanding of change in higher education, especially change initiative designed to enhance teaching and learning. The paper shows how the construction and enactment of teaching and learning regimes at the departmental level in universities can have significant effects on the reception and implementation of such initiatives. It is argued that change agents are empowered by better theory to ask better questions and be more perceptive and discriminating as they come to understand and seek to influence educational contexts.

M3 - Journal article

SP - 13

EP - 32

JO - Papers : Revista de Sociologia

JF - Papers : Revista de Sociologia

SN - 2013-9004

IS - 76

ER -