Khan, Alya and Gabriel, John (2022) Rethinking student-centredness: the role of trust, dialogue and collective praxis. Investigations in university teaching and learning, 13. ISSN 1740-5106
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Abstract / Description
This article explores ideas of a student-centred curriculum through an oral history project undertaken with students taking a level five undergraduate health ethics module at a UK HEI. It begins with a brief account of the origins of the project, which reflects the authors shared interests in teaching whilst recognising the differences in academic backgrounds. It also discusses different ways of teaching; in particular, the approach adopted on a module of generating and posing questions and providing resources for learners to develop informed arguments rather than being concerned with right or wrong answers.
Item Type: | Article |
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Additional Information: | This article may not be reproduced in any form or by any means without the prior written permission of the publisher. |
Uncontrolled Keywords: | student-centred; oral history; intersectionality; trust; interrelational; Investigations in university teaching and learning |
Subjects: | 300 Social sciences > 370 Education |
Department: | Centre for Professional Education and Development (CPED) |
Depositing User: | John Desire |
Date Deposited: | 12 Jul 2022 10:20 |
Last Modified: | 12 Jul 2022 10:21 |
URI: | https://repository.londonmet.ac.uk/id/eprint/7810 |
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- Rethinking student-centredness: the role of trust, dialogue and collective praxis. (deposited 12 Jul 2022 10:20) [Currently Displayed]
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