Learner-centredness is a key element of the contemporary dominant discourse pertaining to pedagogies and learning. Yet enacting learner-centredness is far from easy in the increasingly massified higher education system. The authors contend that it is in the intersection between this philosophy and practice that meaning emerges and personal pedagogies can be researched.
|Number of pages||10|
|Journal||International Journal of Pedagogies and Learning|
|Publication status||Published - 2007|