Using interpretative meta-ethnography to explore the relationship between innovative approaches to learning and their influence on faculty understanding of teaching / Maggi Savin-Baden ; Claire Howell Major

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V. Foreign Higher Education and Education Systems, International Relations, Bilateral Relations
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Author	SAVIN-BADEN, Maggi
Title	Using interpretative meta-ethnography to explore the relationship between innovative approaches to learning and their influence on faculty understanding of teaching / Maggi Savin-Baden ; Claire Howell Major
Publication year	2007
Source/Footnote	In: Higher education. - 54 (2007) 6, S. 833 - 852
Inventory number	23259
Keywords	Ausland : Großbritannien : Studium, Studenten, Lehre ; Studentenschaft : Studienverhalten
Abstract	Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged through the analysis and argues for future inquiry. (HRK / Abstract übernommen) Savin-Baden, Maggi, E-Mail: m.savinbaden@coventry.ac.uk