• Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics

    Author(s):
    Sherran Clarence (see profile)
    Date:
    2015
    Subject(s):
    Academe, Education
    Item Type:
    Article
    Tag(s):
    Higher education, Legitimation Code Theory, teaching and learning, academic development
    Permanent URL:
    http://dx.doi.org/10.17613/M6JK80
    Abstract:
    Teaching and learning is a growing field of research and practice globally, and increasing investments are being made in developing academics as teachers. An inability to adequately account for disciplinary knowledge can lead to academic development inputs that are unable to fully address the needs of students, educators, or disciplines themselves. Semantics, from Legitimation Code Theory (LCT), provides insight not just into the hows of pedagogy, but also the whats and whys, particularly the ways in which knowledge needs to be connected up in meaning-making. This paper argues for the use of semantic profiles to open up conversations with educators about teaching, learning, and the nature of knowledge in their disciplines. It raises important questions about the practical uses of LCT tools in higher education, and shares initial ideas, informed by lecturer feedback in one case study, of how these tools can be used in academic staff development.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    8 months ago
    License:
    Attribution

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