NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1089901
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1356-2517
Exploring the Nature of Disciplinary Teaching and Learning Using Legitimation Code Theory Semantics
Clarence, Sherran
Teaching in Higher Education, v21 n2 p123-137 2016
Teaching and learning is a growing field of research and practice globally, and increasing investments are being made in developing academics as teachers. An inability to adequately account for disciplinary knowledge can lead to academic development inputs that are unable to fully address the needs of students, educators, or disciplines themselves. Semantics, from Legitimation Code Theory (LCT), provides insight not just into the hows of pedagogy but also the whats and whys, particularly the ways in which knowledge needs to be connected up in meaning-making. This paper argues for the use of semantic profiles to open up conversations with educators about teaching, learning, and the nature of knowledge in their disciplines. It raises important questions about the practical uses of LCT tools in higher education and shares initial ideas, informed by lecturer feedback in one case study, of how these tools can be used in academic staff development.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa