Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning
Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning
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DOI：
10.1080/07294360.2018.1530199
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发表时间：
2019-02-23
影响因子：
3.2
通讯作者：
Mercer-Mapstone, Lucy
中科院分区：
文献类型：
--
作者：
Matthews, Kelly E.;Cook-Sather, Alison;Mercer-Mapstone, Lucy
在过去的十年中，出现了一系列关于高等教育中学生作为合作伙伴的文献，这些文献记录、分享和评估了学生作为合作伙伴的方法。正如新兴研究领域的典型情况一样，学者们对于他们如何看待SAP实践的发展与指导、阐明和解释这些实践的理论解释之间的关系存在分歧。本文通过对高等教育教学中科学应用能力研究中的解释框架的分析，探讨了科学应用能力研究中理论与实践的关系。通过对选定出版物的概念性审查，我们描述了三种构建伙伴关系的方式，这些方式代表了不同但相关的分析方法：建立在概念上;借鉴结构;通过隐喻进行想象。我们都肯定在大学教学和学习的学术知识的SAP的广阔和创造性的理论，并鼓励进一步故意使用和认真考虑的破坏性精神和混乱的人类关系过程的伙伴关系的解释框架深思熟虑的发展。我们认为，这些发展过程使我们走向制定理论的伙伴关系实践。
A body of literature on students as partners (SaP) in higher education has emerged over the last decade that documents, shares, and evaluates SaP approaches. As is typical in emerging fields of inquiry, scholars differ regarding how they see the relationship between the developments in SaP practices and the theoretical explanations that guide, illuminate, and situate such practices. In this article we explore the relationship between theory and practice in SaP work through an analysis of interpretive framing employed in scholarship of SaP in teaching and learning in higher education. Through a conceptual review of selected publications, we describe three ways of framing partnership that represent distinct but related analytical approaches: building on concepts; drawing on constructs; and imagining through metaphors. We both affirm the expansive and creative theorising in scholarship of SaP in university teaching and learning and encourage further deliberate use and thoughtful development of interpretive framings that take seriously the disruptive ethos and messy human relational processes of partnership. We argue that these developmental processes move us toward formulating theories of partnership praxis.