Being Subject-Centred: A Philosophy of Teaching and Implications for Higher Education

Autor/inn/en	Morrison-Saunders, Angus; Hobson, Julia
Titel	Being Subject-Centred: A Philosophy of Teaching and Implications for Higher Education
Quelle	In: Issues in Educational Research, 23 (2013) 2, S.212-226 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Educational Philosophy; Phenomenology; Higher Education; Learning Processes; Teaching Methods; Learner Engagement; Teacher Effectiveness; Course Content; Dialogs (Language) + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Phenomenological psychology; Phänomenologie; Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kursprogramm; Dialog; Dialogs; Dialogue; Dialogues
Abstract	Being subject-centred as a higher education teacher offers a rich and illuminating philosophical and practical understanding of learning. Building upon previous research on subject-centred learning, we draw on reflection, literature review and a phenomenological approach to show how our ways of being infuse the teaching and learning environment. Philosophically, it is our way of being with our subject as teachers that influences the learning within our students. We show how posing the question: "What is the best way to teach this subject?" helps a teacher find the best way to enhance the learning experience. It entails moving away from reliance solely on approaches that simply "re-present" content, such as lectures and online learning management systems, to interactive classrooms where space is created for the students to enter into their own engagement with the subject in a shared pursuit with the teacher, resulting in more effective teaching and learning. We illustrate this with personal accounts of our own journeys as teachers. We acknowledge that it takes courage to teach and to fully be subject-centred in the face of prevailing trends and pressures for other ways of teaching currently prominent in the higher education sector. But, ultimately, it is who we are as teachers that matters most, and being subject-centred provides the most effective way for us to most meaningfully reach our students. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10