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On pedagogical spaces, multiplicity and linearities and learningbefore, between, beyond /

Record Type:	Electronic resources : Monograph/item
Title/Author:	On pedagogical spaces, multiplicity and linearities and learningby Michael Crowhurst.
Reminder of title:	before, between, beyond /
Author:	Crowhurst, Michael.
Published:	Singapore :Springer Singapore :2022.
Description:	xxix, 224 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	TeachingMethodology.
Online resource:	https://doi.org/10.1007/978-981-16-9400-4
ISBN:	9789811694004$q(electronic bk.)

On pedagogical spaces, multiplicity and linearities and learningbefore, between, beyond /
Crowhurst, Michael.

On pedagogical spaces, multiplicity and linearities and learningbefore, between, beyond /[electronic resource] :by Michael Crowhurst. - Singapore :Springer Singapore :2022. - xxix, 224 p. :ill., digital ;24 cm.

Begin -- What is a school? -- Thinking about learning - before during and after -- What do learners do? Where, when and/or how does learning play out? Some ideas Michael Crowhurst and Michael Emslie -- Designing for learning - shorter time frames -- Designing for learning - longer time frames -- Learner multiplicities and learning spaces and events - assessing a dance Michael Crowhurst and Michael Emslie -- Theory towards expansion - generativities multiplicities Michael Crowhurst and Michael Emslie -- Theory towards expansion - dialogue emergence combinations -- Conclusion - complex spaces, learning events and learners -- Notes on the pedagogical space that is the book after inhabiting it - dis/orientations.

This book introduces a research method called 'auto-teach(er)/ing-focused research,' a research process that aims to document understandings generated by, and for the teacher when that teacher teaches or re-teaches a course. It demonstrates how this method is applied by the author/researcher within the pedagogical space that is the teaching of a course, one that has been taught numerous times by the author/researcher over many years. This book documents understandings about learning and teaching that have emerged within the pedagogical space that is the teaching of a course, and the pedagogical space that is the writing of a book. It explores the notion that pedagogical spaces are complex, and that subjects navigate and are produced within them in a multiplicity of ways. This book applies a research method that generates a knowledge product that research practitioners in a variety of settings might find useful to adopt or adapt.

ISBN: 9789811694004$q(electronic bk.)

Standard No.: 10.1007/978-981-16-9400-4doiSubjects--Topical Terms:

583530
Teaching
--Methodology.

LC Class. No.: LB1025.3 / .C76 2022

Dewey Class. No.: 371.102

On pedagogical spaces, multiplicity and linearities and learningbefore, between, beyond /
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505 0 $a Begin -- What is a school? -- Thinking about learning - before during and after -- What do learners do? Where, when and/or how does learning play out? Some ideas Michael Crowhurst and Michael Emslie -- Designing for learning - shorter time frames -- Designing for learning - longer time frames -- Learner multiplicities and learning spaces and events - assessing a dance Michael Crowhurst and Michael Emslie -- Theory towards expansion - generativities multiplicities Michael Crowhurst and Michael Emslie -- Theory towards expansion - dialogue emergence combinations -- Conclusion - complex spaces, learning events and learners -- Notes on the pedagogical space that is the book after inhabiting it - dis/orientations.
520 $a This book introduces a research method called 'auto-teach(er)/ing-focused research,' a research process that aims to document understandings generated by, and for the teacher when that teacher teaches or re-teaches a course. It demonstrates how this method is applied by the author/researcher within the pedagogical space that is the teaching of a course, one that has been taught numerous times by the author/researcher over many years. This book documents understandings about learning and teaching that have emerged within the pedagogical space that is the teaching of a course, and the pedagogical space that is the writing of a book. It explores the notion that pedagogical spaces are complex, and that subjects navigate and are produced within them in a multiplicity of ways. This book applies a research method that generates a knowledge product that research practitioners in a variety of settings might find useful to adopt or adapt.
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