Rethinking Contexts for Learning and Teaching
Rethinking Contexts for Learning and Teaching by Richard Edwards, published by Routledge in 2009, is a comprehensive exploration of the evolving nature of learning contexts. This edition spans 177 pages and is presented in English. The book examines the implications of lifelong and lifewide learning, addressing critical questions about what constitutes a learning context and how teaching practices can adapt to various environments.
Readers will find a thorough analysis of the relationships between different learning contexts and the effective forms of teaching that can mobilize learning across these settings. The text draws on insights from various academic disciplines and includes practical examples, particularly referencing the UK’s Teaching and Learning Research Programme (TLRP). It aims to deepen understanding of pedagogical approaches and research methodologies related to education, adult and continuing education, and the philosophical and social aspects of learning.
Official synopsis Publisher
Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses
- What constitutes a context for learning?
- How do we engage the full resources of learners for learning?
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What are the relationships between different learning contexts?
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What forms of teaching can most effectively mobilise learning across contexts?
- How do we methodologically and theoretically conceptualise contexts for learning?
Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.
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