Southampton Education School

Research Group: Teaching and learning through the life-course

Globalisation, rapid change, lifelong learning, and flexible routes to learning are having a major impact on all areas of education. Our research interest here is on Teaching, Learning and Assessment in post-school education and training contexts; including further and higher education, work-based learning, lifelong learning, adult and community learning.

Currently Active: Yes

Group Overview

The group’s research extends to all aspects of learning theory; there is a particular emphasis on experiential learning, criticality (www.critical.soton.ac.uk) and learning in the company of others. Research includes the exploration of the social and situated nature of learning and how this connects with life course. The connection between individual learning and the social context; the exploration of the role of reflection in reflexive modernization are particular areas of interest.

Ongoing activities are listed under the Research Projects tab.

The final report for Skills Development and Theorising Practice in Social Work Education is available at http://www.swap.ac.uk/docs/projects/skillsdev_rpt.pdf.

This research area comes under the Lifelong and Work-Related Learning Research Centre (LaWRL).

Publications

Selected publications associated with this group from the University of Southampton's electronic library (e-prints):

Article

Ford, Peter, Johnston, Brenda, Brumfit, Christopher, Mitchell, Rosamond and Myles, Florence (2005) Practice learning and the development of students as critical practitioners: some findings from research. Social Work Education, 24, (4), 391-407. (doi:10.1080/02615470500096910).
Fuller, Alison, Hodkinson, Heather, Hodkinson, Phil and Unwin, Lorna (2005) Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning. British Educational Research Journal, 31, (1), 49-68. (doi:10.1080/0141192052000310029).
Brumfit, Christopher, Myles, Florence, Mitchell, Rosamond, Johnston, Brenda and Ford, Peter (2005) Language study in higher education and the development of criticality. International Journal of Applied Linguistics, 15, (2), 145-168. (doi:10.1111/j.1473-4192.2005.00085.x).
Ford, Peter, Johnston, Brenda, Mitchell, Rosamond and Myles, Florence (2004) Social work education and criticality: some thoughts from research. Social Work Education, 23, (2), 185-198. (doi:10.1080/0261547042000209198).
Fuller, Alison and Unwin, Lorna (2004) Young people as teachers and learners: challenging the novice-expert dichotomy. International Journal of Training and Development, 8, (1), 32-42. (doi:10.1111/j.1360-3736.2004.00194.x).

Staff

Members of staff associated with this group: