By Ian Kinchin
Over twenty years ago Carr (1994: 49) wrote:
‘It is a shallow and false view of education and teaching which takes it to be a matter of the technical transmission of pre-packaged knowledge and skills in the context of efficient management’
However, it seems that this false view is still able obscure a more contemporary and research-informed views of teaching. The on-going drive for ‘teaching excellence’ still seems to focus on actions of the teacher that promote Carr’s ‘shallow view’. That is not to say that the student voice is not important, but we need to ensure that students are asked the right questions so that we do not promote student passivity as learners and do not subvert the student voice for purely political ends.
Fitzgerald et al (2002) wrote Continue reading