Abstract
ABSTRACTNumerous higher education researchers have studied the ways in which students’ or academics’ beliefs and conceptions affect their educational experiences and outcomes. However, studying the learning–teaching relationship has proved challenging, requiring researchers to simultaneously address both the invisible internal world(s) of the student and teacher, and the observable communicative world they inhabit. This paper describes the development of a methodological approach for exploring the learning–teaching relationship based on an interdisciplinary conceptual model – The Learning–Teaching Nexus (LTN). We describe the ways in which disciplinary perspectives within the model were translated into methodological processes, enabling us to study teaching and learning as both individual experiences and a shared communicative relationship. The paper aims to provide researchers with a staged approach for studying learning and teaching together, and to illustrate how interdisciplinary perspectives can be translated into staged but integrated methodological processes in order to address complex educational questions.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Research & Method in Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
