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Significant conversations and significant networks – exploring the backstage of the teaching arena

Roxå, Torgny LU and Mårtensson, Katarina LU (2009) In Studies in Higher Education 34(5). p.547-559
Abstract
This article presents an inquiry into conversations that academic teachers have about teaching. The authors investigated to whom they talk and the forms that these conversations take. The findings indicate that most teachers rely on a small number of significant others for conversations that are characterised by their privacy, by mutual trust and by their intellectual intrigue. Individual teachers seem to have small 'significant networks', where private discussions provide a basis for conceptual development and learning, quite different from the 'front stage' of formal, public debate about teaching. Individual teachers seem to have more significant conversations and larger networks where the local culture is perceived to be supportive of... (More)
This article presents an inquiry into conversations that academic teachers have about teaching. The authors investigated to whom they talk and the forms that these conversations take. The findings indicate that most teachers rely on a small number of significant others for conversations that are characterised by their privacy, by mutual trust and by their intellectual intrigue. Individual teachers seem to have small 'significant networks', where private discussions provide a basis for conceptual development and learning, quite different from the 'front stage' of formal, public debate about teaching. Individual teachers seem to have more significant conversations and larger networks where the local culture is perceived to be supportive of such conversations. The findings are interpreted in relation to socio-cultural theories, and have clear implications for the development of teaching. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
SoTL
categories
Higher Education
in
Studies in Higher Education
volume
34
issue
5
pages
547 - 559
publisher
Taylor & Francis
external identifiers
  • wos:000269440300005
  • scopus:74949121404
ISSN
0307-5079
DOI
10.1080/03075070802597200
language
English
LU publication?
yes
id
11dfd09e-c532-401d-85e0-090ff61b8651 (old id 1046324)
date added to LUP
2008-03-12 11:04:08
date last changed
2017-11-26 03:37:02
@article{11dfd09e-c532-401d-85e0-090ff61b8651,
  abstract     = {This article presents an inquiry into conversations that academic teachers have about teaching. The authors investigated to whom they talk and the forms that these conversations take. The findings indicate that most teachers rely on a small number of significant others for conversations that are characterised by their privacy, by mutual trust and by their intellectual intrigue. Individual teachers seem to have small 'significant networks', where private discussions provide a basis for conceptual development and learning, quite different from the 'front stage' of formal, public debate about teaching. Individual teachers seem to have more significant conversations and larger networks where the local culture is perceived to be supportive of such conversations. The findings are interpreted in relation to socio-cultural theories, and have clear implications for the development of teaching.},
  author       = {Roxå, Torgny and Mårtensson, Katarina},
  issn         = {0307-5079},
  keyword      = {SoTL},
  language     = {eng},
  number       = {5},
  pages        = {547--559},
  publisher    = {Taylor & Francis},
  series       = {Studies in Higher Education},
  title        = {Significant conversations and significant networks – exploring the backstage of the teaching arena},
  url          = {http://dx.doi.org/10.1080/03075070802597200},
  volume       = {34},
  year         = {2009},
}