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- W2116475507 abstract "The development of teaching in higher education towards a more learner‐orientated model has been supported by the literature on individual learning differences and on learning styles in particular. This has contributed to the evolution of university pedagogy away from a medieval transmission model than runs counter to contemporary understanding of learning. However, rather than solving problems of classroom practice, recognition of student learning differences has amplified a number of tensions within the system that have not been adequately resolved in practical terms for academic staff. Such tensions complicate the professional lives of university teachers and as a consequence may lead to cycles of non‐learning as teachers retreat towards the familiar transmission of content. A reconceptualisation of university pedagogy towards an expertise model allows the variation between complementary chains of practice and networks of understanding to be exploited as a positive characteristic of the learning experience." @default.
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- W2116475507 date "2008-11-01" @default.
- W2116475507 modified "2023-10-03" @default.
- W2116475507 title "Towards a pedagogy for clinical education: beyond individual learning differences" @default.
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- W2116475507 doi "https://doi.org/10.1080/03098770802395587" @default.
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