NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1021625
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1356-2517
Reframing Teaching Relationships: From Student-Centred to Subject-Centred Learning
Hobson, Julia; Morrison-Saunders, Angus
Teaching in Higher Education, v18 n7 p773-783 2013
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A