|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Extending the constructs of active learning: implications for teachers' pedagogy and practice|
|Publisher:||Taylor & Francis (Routledge)|
|Citation:||Drew V & Mackie L (2011) Extending the constructs of active learning: implications for teachers' pedagogy and practice, Curriculum Journal, 22 (4), pp. 451-467.|
|Abstract:||Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy discourses, definitions, interpretation and enactments in educational settings, and resultant pedagogical implications. A more robust theoretical framework is presented to support educator understanding which synthesises and extends current constructs and which bridges the divide between active learning considered as either theory of learning or pedagogical strategy.|
|Rights:||Published in Curriculum Journal by Taylor & Francis (Routledge).; This is an electronic version of an article published in Curriculum Journal, Volume 22, Issue 4, December 2011, pp. 451 - 467. Curriculum Journal is available online at: http://www.tandfonline.com/openurl?genre=article&issn=0958-5176&volume=22&issue=4&spage=451|
Initial Teacher Education
|Drew Mackie 2011 Active learning The Curriculum Journal STORRE.pdf||263.44 kB||Adobe PDF||View/Open|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact email@example.com providing details and we will remove the Work from public display in STORRE and investigate your claim.