NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1114812
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1356-2517
Student Formation in Higher Education: Teachers' Approaches Matter
Solbrekke, Tone Dyrdal; Helstad, Kristin
Teaching in Higher Education, v21 n8 p962-977 2016
Teaching in higher education encompasses more than merely helping students develop knowledge and skills. It entails engaging students in their own formation as persons, professionals and citizens. From this perspective, this article investigates how approaches to teaching academic writing contribute to formation. By analysing a case from initial teacher education in Norway, we identify and examine one teacher educator's beliefs about writing and his approaches to teaching writing. Theoretical framework rests on six discourses of writing developed by Roz Ivanic and on the formative possibilities and constraints embedded in these different literacy discourses. Thus, we provide students' experiences with this teacher's approaches and discuss what formation his approaches seem to have initiated. The findings point to the need for more critical reflection on the formative impact of teaching approaches in higher education more generally.
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 - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A