The personal epistemologies of tutors in Higher Education

Fiona Hallett, Arthur Chapman

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationTeachers’ personal epistemologies: Evolving Models for Informing Practice
EditorsGregory Schraw, Jo Lunn Brownlee Brownlee, Lori Olafson, Michelle Vander Veldt Byre
Place of PublicationCharlotte, North Carolina
PublisherInformation, Charlotte, North Carolina
Pages387-409
ISBN (Print)9781681239491
Publication statusPublished - 26 Jul 2017

    Fingerprint

Cite this

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