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An outline of a pedagogical rhetorical interactional methodology - researching teachers' responsibility for supporting students' desire to learn as well as their actual learning

Bjerkholt, Eva ; Ørbæk, Trine and Kindeberg, Tina LU (2020) In Teaching in Higher Education
Abstract
Educational research in higher education needs a methodology for how to think and act in relation to how pedagogical interactions support learning. A methodology that can identify how pedagogical rhetorical qualities, such as confidence and a desire to learn, are embedded in a pedagogical interaction. This article presents an outline of a pedagogical rhetorical interactional methodology that enables us to elucidate the responsibility teachers in higher education have for supporting their students' desire to learn as well as for their actual learning. To illustrate how we can apply this methodological approach to empirical data, we present two examples I. A supportive learning context, and II. A non—supportive learning context. These... (More)
Educational research in higher education needs a methodology for how to think and act in relation to how pedagogical interactions support learning. A methodology that can identify how pedagogical rhetorical qualities, such as confidence and a desire to learn, are embedded in a pedagogical interaction. This article presents an outline of a pedagogical rhetorical interactional methodology that enables us to elucidate the responsibility teachers in higher education have for supporting their students' desire to learn as well as for their actual learning. To illustrate how we can apply this methodological approach to empirical data, we present two examples I. A supportive learning context, and II. A non—supportive learning context. These examples illustrate that this methodological approach will contribute to a deeper understanding of what matters when teachers' expressions establish a pedagogical interaction.
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author
; and
organization
publishing date
type
Contribution to journal
publication status
epub
subject
keywords
pedagogical interaction, pedagogical rhetoric, higher education, methodology
in
Teaching in Higher Education
pages
17 pages
publisher
Taylor & Francis
external identifiers
  • scopus:85088863490
ISSN
1356-2517
DOI
10.1080/13562517.2020.1792876
language
English
LU publication?
yes
id
139b6101-179d-4e96-b1e0-0b656ae790e8
date added to LUP
2020-07-29 10:56:55
date last changed
2020-08-19 08:50:07
@article{139b6101-179d-4e96-b1e0-0b656ae790e8,
  abstract     = {Educational research in higher education needs a methodology for how to think and act in relation to how pedagogical interactions support learning. A methodology that can identify how pedagogical rhetorical qualities, such as confidence and a desire to learn, are embedded in a pedagogical interaction. This article presents an outline of a pedagogical rhetorical interactional methodology that enables us to elucidate the responsibility teachers in higher education have for supporting their students' desire to learn as well as for their actual learning. To illustrate how we can apply this methodological approach to empirical data, we present two examples I. A supportive learning context, and II. A non—supportive learning context. These examples illustrate that this methodological approach will contribute to a deeper understanding of what matters when teachers' expressions establish a pedagogical interaction.<br/>},
  author       = {Bjerkholt, Eva and Ørbæk, Trine and Kindeberg, Tina},
  issn         = {1356-2517},
  language     = {eng},
  month        = {07},
  publisher    = {Taylor & Francis},
  series       = {Teaching in Higher Education},
  title        = {An outline of a pedagogical rhetorical interactional methodology - researching teachers' responsibility for supporting students' desire to learn as well as their actual learning},
  url          = {http://dx.doi.org/10.1080/13562517.2020.1792876},
  doi          = {10.1080/13562517.2020.1792876},
  year         = {2020},
}