Embracing hybridity: the affordances of arts-based research for the professional doctorate in education

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2024-04-20 DOI:10.1080/13562517.2024.2336163

Tom Dobson, Timothy Clark

引用次数: 0

Abstract

Despite the growth of the professional doctorate in education (EdD), its potential for capturing practice is restricted by academic tradition. In this hybrid paper, we argue that arts-based researc...

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拥抱混合性：以艺术为基础的研究对专业教育博士的影响

尽管专业教育博士学位（EdD）在不断发展，但其捕捉实践的潜力却受到学术传统的限制。在这篇混合论文中，我们认为以艺术为基础的研究...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.