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Threshold Concepts within the Disciplines
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Product Details
Author:
Ray Land, Jan H.F. Meyer, Jan Smith
Format:
Paperback
Pages:
352
Publisher:
Brill (January 1, 2008)
Imprint:
Brill
Language:
English
Audience:
Professional and scholarly
ISBN-13:
9789087902674
ISBN-10:
9087902670
Weight:
17.92oz
File:
TWO RIVERS-PERSEUS-Metadata_Only_Perseus_Distribution_Customer_Group_Metadata_20260328163254-20260328.xml
Folder:
TWO RIVERS
List Price:
$65.00
Country of Origin:
Netherlands
Series:
Educational Futures
As low as:
$50.05
Publisher Identifier:
P-PER
Discount Code:
A
Overview
Threshold Concepts within the Disciplines brings together leading writers from various disciplines and national contexts in an important and readable volume for all those concerned with teaching and learning in higher education.
The foundational principle of threshold concepts is that there are, in each discipline, ‘conceptual gateways’ or ‘portals’ that must be negotiated to arrive at important new understandings. In crossing the portal, transformation occurs, both in knowledge and subjectivity. Such transformation involves troublesome knowledge, a key concern for contributors to this book, who identify threshold concepts in their own fields and suggest how to deal with them.
Part One extends and enhances the threshold concept framework, containing chapters that articulate its qualities, its links to other social theories of learning and other traditions in educational research.
Part Two encompasses the disciplinary heart of the book with contributions from a diversity of areas including computing, engineering, biology, design, modern languages, education and economics. In the many empirical case studies educators show how they have used the threshold concept framework to inform and evaluate their teaching contexts. Other chapters emphasise the equally important ‘being and becoming’ dimension of learning.
Part Three suggests pedagogic directions for those at the centre of the education project with contributions focusing on the socialisation of academics and their continuing quest to be effective teachers.
The book will be of interest to disciplinary teachers, educational researchers and educational developers. It also is of relevance to issues in quality assurance and professional accreditation.
The foundational principle of threshold concepts is that there are, in each discipline, ‘conceptual gateways’ or ‘portals’ that must be negotiated to arrive at important new understandings. In crossing the portal, transformation occurs, both in knowledge and subjectivity. Such transformation involves troublesome knowledge, a key concern for contributors to this book, who identify threshold concepts in their own fields and suggest how to deal with them.
Part One extends and enhances the threshold concept framework, containing chapters that articulate its qualities, its links to other social theories of learning and other traditions in educational research.
Part Two encompasses the disciplinary heart of the book with contributions from a diversity of areas including computing, engineering, biology, design, modern languages, education and economics. In the many empirical case studies educators show how they have used the threshold concept framework to inform and evaluate their teaching contexts. Other chapters emphasise the equally important ‘being and becoming’ dimension of learning.
Part Three suggests pedagogic directions for those at the centre of the education project with contributions focusing on the socialisation of academics and their continuing quest to be effective teachers.
The book will be of interest to disciplinary teachers, educational researchers and educational developers. It also is of relevance to issues in quality assurance and professional accreditation.
