Learning. Life. Work. Conference

Teaching | Learning

A Cross institutional track of the conference Learning. Life. Work.

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Keywords

Teaching and learning are often presented as two sides of the same coin. They are integrally connected, but also exist in what some people call a hierarchical relationship. When thinking about teaching and learning we also have to remember that teachers have all, at some time, been learners – whether in their disciplinary studies or in their training to be teachers. Thinking about continued professional development in the education sector, the notion gets even more blurred – while we operate as teachers, we are also continually encouraged to be leaners.

Contemporary theory in teaching and learning is equally blurred and dichotomous. The psychology of learning, an understanding of an individual’s learning styles and notions of collective learning all influence, and are reflected, in teaching theory – whether that be pedagogical ideas on engaging students, the concept of the teacher as facilitator, or in notions of teaching as a research practice in its own right.

This strand of the conference is particularly interested in exploring varied theories of teaching and learning; examining case studies of unique practice; critiquing the practicalities of teaching in different parts of the world; and better understanding how technologies are changing the way we teach and how we learn.

It welcomes contributions from across disciplines and is interested in the perspectives of teachers, learners, engaged third parties and teacher trainers who find themselves in the intermediate position of being both a teacher and a learner simultaneously.

Part of the conference: Learning. Life. Work.

Teaching + Research

This conference comes out of the AMPS Teaching + Research Programme – an initiative that acknowledges that teaching and research can take different forms and that teaching is not always accepted as research in its own right. Reflecting a scenario in which there are both contradictions and congruence between research and teaching, this programme celebrates and disseminates best practices in both teaching and research, whether it be: teaching operating on its own pedagogical terms; research produced independently of the classroom; or interrelated research and teaching. It aims to operate as a platform for disseminating best practice research and teaching for academics through events, films and publications.

Overview

In working across various strands of research and pedagogical theory in art, design, architecture and the social sciences AMPS has connected academics in over 50 countries. It has also connected people working across disciplinary boundaries and facilitated collaborative projects across national borders. It has brought together departments in single universities and linked practicing teachers, with researchers and industry. Examples of its partners include:

Routledge, Taylor & Francis; UCL Press; Libri Publishing; the University of Manchester, UK; the University of Pretoria, South Africa, Stevens Institute of Technology, USA; the University of Kassel, Germany, Beaconhouse University, Pakistan; Northumbria University, UK; Syracuse University, New York, USA; and many more.

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Main Image: Photo by Rich Hay