The objective of this chapter is to explore the ways in which we might conceptualise the personal epistemologies of tutors in Higher Education and to consider how these might relate to educational theory. In order to achieve this, the chapter is organized into two distinct but interrelated sections. The first section seeks to critique three examples of educational theory in order to analyse the purpose of, and tensions around what we mean by, teaching for learning in the Higher Education context. The second section examines the implications of these purposes and tensions for curriculum design, pedagogic practice and assessment.
|Title of host publication||Teachers’ personal epistemologies: Evolving Models for Informing Practice|
|Editors||Gregory Schraw, Jo Lunn Brownlee Brownlee, Lori Olafson, Michelle Vander Veldt Byre|
|Place of Publication||Charlotte, North Carolina|
|Publisher||Information, Charlotte, North Carolina|
|Publication status||Published - 26 Jul 2017|
Hallett, F., & Chapman, A. (2017). The personal epistemologies of tutors in Higher Education. In G. Schraw, J. L. B. Brownlee, L. Olafson, & M. Vander Veldt Byre (Eds.), Teachers’ personal epistemologies: Evolving Models for Informing Practice (pp. 387-409). Information, Charlotte, North Carolina. http://www.infoagepub.com/products/Teachers-Personal-Epistemologies