Neither teacher-centred nor student-centred: threshold concepts and research partnerships

Authors

  • Glynis Cousin University of Wolverhampton

DOI:

https://doi.org/10.47408/jldhe.v0i2.64

Keywords:

threshold concepts, partnerships with students, partnerships with subject specialists, research methods

Abstract

In this paper I argue that pedagogic research organised around the investigation of threshold concepts offers a fresh way of thinking about research collaboration with students, academics and educational developers. I will first introduce the basic ideas about threshold concepts, briefly contrasting it with the phenomenographic tradition. I suggest that threshold concept inquiry effects a turn from this tradition by: a) encouraging partnerships with educationalists, students and subject specialists; and b) by a focus on the difficulty of the subject rather than on general education theory.

Author Biography

Glynis Cousin, University of Wolverhampton

Director of Institute for Learning Enhancement and of Centre for Excellence in Teaching and Learning

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How to Cite

Cousin, G. (2010) “Neither teacher-centred nor student-centred: threshold concepts and research partnerships”, Journal of Learning Development in Higher Education, (2). doi: 10.47408/jldhe.v0i2.64.

Issue

No. 2 (2010)

Section

Opinion Pieces

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