A Phenomenographic Study of the Relationship between Professional Practice and Teaching Your Practice to Others

Autor/in	Shreeve, Alison
Titel	A Phenomenographic Study of the Relationship between Professional Practice and Teaching Your Practice to Others
Quelle	In: Studies in Higher Education, 35 (2010) 6, S.691-703 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Theory Practice Relationship; Teaching Methods; Correlation; Skill Development; Phenomenology; Knowledge Level; Holistic Approach; Interviews; Foreign Countries; Artists; College Faculty; Design; Experience; United Kingdom + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Phenomenological psychology; Phänomenologie; Psychologie; Wissensbasis; Holistischer Ansatz; Interviewing; Interviewtechnik; Ausland; Artiste; Artist; Künstler; Künstlerin; Fakultät; Erfahrung; Großbritannien
Abstract	This article reports on a study which aimed to understand how tutors, who also described themselves as creative practitioners, experienced the relationship between practice and teaching. In some disciplines this relationship has been shown to be problematic, but few explanations are given to account for this. A phenomenographic approach to studying this relationship was adopted and five categories of variation in relations are construed, indicating that variation in relations can impact on what and how students learn. Category 1 indicates a focus on transferring knowledge based on skills acquisition, and category 2 on using knowledge in order to develop understanding. In Category 3 the relationship limits the kinds of knowledge students can access. Category 4 indicates an exchange of knowledge between practice and teaching and category 5 integrates practice and teaching in a holistic experience of the relationship. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10