Transforming subject boundaries: the interface between higher education teaching and learning theories and subject-specific knowledge

Gunn, V. (2003) Transforming subject boundaries: the interface between higher education teaching and learning theories and subject-specific knowledge. Arts and Humanities in Higher Education, 2(3), pp. 265-280. (doi: 10.1177/14740222030023004)

Abstract

This article illustrates how theories encountered within academic professional development (particularly new lecturer programmes) can be applied to subject knowledge from outwith the Education discipline. It is argued that matters relating to present day teaching and learning can influence readily identifiable issues under scrutiny in other disciplines, particularly within the Arts and Humanities. Examination of the interface between the concept of audience in one discipline, in this case early medieval history, and phenomenography and discipline genres, provides an example of the way in which academic staff training may affect the participants' subsequent perceptions of not only how to teach, but also how to think about their own subject.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Gunn, Professor Vicky
• Authors: Gunn, V.
• Subjects: L Education > LB Theory and practice of education; L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: University Services > Learning and Teaching Services Division
• Journal Name: Arts and Humanities in Higher Education
• ISSN: 1474-0222