Knowledge Acquisition or Participation in Communities of Practice? Academics' Metaphors of Teaching and Learning at the University

Autor/inn/en	Wegner, Elisabeth; Nückles, Matthias
Titel	Knowledge Acquisition or Participation in Communities of Practice? Academics' Metaphors of Teaching and Learning at the University
Quelle	In: Studies in Higher Education, 40 (2015) 4, S.624-643 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.842213
Schlagwörter	Communities of Practice; Figurative Language; Learning Processes; Teacher Attitudes; Teacher Student Relationship; College Faculty; Content Analysis; Apprenticeships; Teaching Methods; Guidelines; Foreign Countries; Interviews; Goal Orientation; Intellectual Disciplines; Germany + Suchen Sie Ihr Suchwort? Community; Learning process; Lernprozess; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Inhaltsanalyse; Apprenticeship; Lehre; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Ausland; Interviewing; Interviewtechnik; Zielorientierung; Zielvorstellung; Geisteswissenschaften; Deutschland
Abstract	Learning has been described by two conceptual metaphors: as individual acquisition of knowledge ("acquisition metaphor"), and as an enculturation into a subject community ("participation metaphor"). On the other hand, academics' conceptions of teaching are usually reported to vary between teacher and student orientation. In order to integrate metaphors of learning with research on conceptions of teaching, we analyzed 36 academics' metaphors of teaching by content analysis. We found four different categories of metaphors: "transmission" and "construction" (based on the acquisition metaphor), and "apprenticeship" and "community growth" (based on the participation metaphor). The metaphors had systematic relations to intentions and approaches in teaching reported by the academics. These results imply that the "teacher versus student orientation" framework can be improved by including the dimension of learning as acquisition versus learning as participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01