Re-imagining the traditional lecture: an action research approach to teaching student teachers to ‘do’ philosophy
- 24 April 2008
- journal article
- research article
- Published by Taylor & Francis Ltd in Teaching in Higher Education
- Vol. 13 (3), 303-314
- https://doi.org/10.1080/13562510802045337
Abstract
Although we were required to lecture to large groups of over 170 students, the traditional lecture clashed with our commitment to teach in a way that was student-centred, relational and socially and politically transformative. In this context, and using an action research approach, we sought to turn our large-group lectures into a space that both met some of the historic aims of the lecture in passing on received knowledge, but also became a space for students to immediately engage in a process of discussion and dialogue around the concepts and ideas raised. Although the literature suggested this was not possible in groups of over a hundred, we found that our students identified that the re-imagined lecture significantly aided their learning in a number of key respects.Keywords
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