In defence of the lecture

Webster, R. Scott 2015, In defence of the lecture, Australian journal of teacher education, vol. 40, no. 10, pp. 88-105.

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Title In defence of the lecture
Author(s) Webster, R. ScottORCID iD for Webster, R. Scott orcid.org/0000-0002-5253-4894
Journal name Australian journal of teacher education
Volume number 40
Issue number 10
Start page 88
End page 105
Total pages 18
Publisher Edith Cowan University
Place of publication Perth, W. A.
Publication date 2015
ISSN 1835-517X
Summary In response to the lecture format coming under ‘attack’ and being replaced by online materials and smaller tutorials, this paper attempts to offer not only a defence but also to assert that the potential value of the lecture is difficult to replicate through other learning formats. Some of the criticisms against lectures will be challenged, in particular that they are monological and promote a banking concept to learning. To make this argument, Freire’s ‘banking concept’ and Vygotsky’s notion of ‘inner speech’ shall be referenced and it shall be claimed that listening is a virtue. There is a review of some of the unique features of lectures and it shall be argued that the sort of thinking, appropriate for higher education, can be encouraged by the lecturer as ‘expert thinking aloud’, embodying what it means to know, to think and to action one’s academic freedom as a curriculum worker.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Edith Cowan University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30079216

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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