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Reframing teaching relationships: From student-centred to subject-centred learning
Journal article   Open access   Peer reviewed

Reframing teaching relationships: From student-centred to subject-centred learning

J. Hobson and A. Morrison-Saunders
Teaching in Higher Education, Vol.18(7), pp.773-783
2013
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Abstract

At a time when the context of teaching in higher education is difficult for many number of factors such as: reduced funding, changing demographics of students and demands to teach in flexible times and spaces, there are also higher levels of quality control, transparency and accountability over teaching which are exerted by institutions. This paper reframes these demands and difficulties to reclaim the disciplinary expertise of the academic as teacher and following Palmer sees teaching as an entanglement of ‘beings’: the teachers, the learners and the subject and explores what it means to be a teacher within these relationships. We argue for a relational pedagogy in which embodied teaching is guided by listening for and to the subject. Wishing to be consistent in the paper with its theme, we adopt a subject-centred approach. And since our core subject in this paper is teaching, we necessarily include reflections on teaching experiences.

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education
#10 Reduced Inequalities

Source: InCites

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Collaboration types
Domestic collaboration
International collaboration
Citation topics
6 Social Sciences
6.11 Education & Educational Research
6.11.666 Educational Inequality
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
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