Full Description
Theoretical Perspectives on Learning and Teaching showcases the ways in which theories, from education and beyond, have been used by researchers who have recently completed their doctoral studies in education. The studies are contextualised across different UK education sectors from primary education to higher education.
Engaging with theory is one of the key criteria for assessing doctoral studies across disciplines. Research shows that recent doctoral graduates often struggle to transition from being researchers to publishing in academic books and journals. This collection, featuring chapters from thirteen recent education doctoral researchers, provides an opportunity for recent graduates to showcase how they engaged with theory in their doctoral studies. Each chapter highlights how different theories were applied or developed in their research across various educational sectors and explores how theory informed or was generated by their studies, utilizing diverse methods such as narrative inquiry, mixed methods research, creative methods, evaluation techniques, and ethnographic methods.
Readers who are doctoral researchers themselves and their supervisors will find the chapters stimulate thinking and discussion about the diverse range of theories that can be drawn upon to inform research at different stages of the study, from design to analysis. The focus on 'lessons from doctoral studies' will benefit readers who are postgraduate researchers and their supervisors, as well as the wider education research community.
Contents
Chapter 1. Introduction - Working with Theories in Doctoral Studies of Learning and Teaching; Jane Andrews, Richard Waller, and Laura Manison
Section 1. Learner and Educator Perceptions
Chapter 2. Learning, Unlearning and Not-For-Learning: From Funds of Knowledge to Pedagogies of Discomfort; Sally Tazewell, Richard Waller, and Tessa Podpadec
Chapter 3. Perceptions of Virtual Reality in the Further Education Healthcare Curriculum in England: Insights into Adoption through a Critical Realist Lens; Laura Sheerman and Jane Andrews
Chapter 4. Learning to be and Becoming a Journalist: Applying Theory to Understanding Learning and Teaching in Journalism Education; Myra Evans and Emma Agusita
Chapter 5. A Conversation between Theory and Life: Personal Epistemology and Self-Authorship in a Narrative Inquiry with Undergraduate Law Students; Rachel Wood and Catherine Rosenberg
Section 2. Calls for Change
Chapter 6. Finding and Using Funds of Anti-racist Education: A Research Study with Racially Diverse Teachers in the Rural Southwest of England; Malcolm Richards and Sarah Whitehouse
Chapter 7. Compassion in Action: Public Health Nursing Students' Experiences of Caring Pedagogy; Joanne Seal and Laura Manison
Chapter 8. From Theory to Practice: Designing a Parent Intervention to Reduce the Transmission of Maths Anxiety; Paula Fieldhouse and Marcus Witt
Chapter 9. Developing Researcher Reflexivity through Exploring Leadership Self-Efficacy; Chris Baker and Paul Redford
Chapter 10. A Roadmap for the Researcher: Parallel Journeys into Communities of Practice; Sara Bird and Helen King
Section 3. Development of New Theoretical Frameworks
Chapter 11. Developing and Testing Theoretical Propositions in Qualitative Education Research: Exploring Global Citizenship using a Critical Realist Case Study Design; Christine Comrie and Neil Harrison
Chapter 12. Becoming FEAR-Less: Adventures in Heterotopic Affinity Space; Andrew King and Richard Waller
Chapter 13. Synthesising Theories for Insight: Building a New Conceptual Framework to Understand the How and Why of Transitions from School to Home Education; Sarah Gillie and Harriet Pattison
Chapter 14. A Novel Theoretical Lens: Learning to Look in Visual Research; Will Grant and Timothy Clark
Chapter 15. Education Doctorates and Education Research: Apprenticeship, Contribution and Transition; David James
