Ursula Lucas
The potential of threshold concepts: An emerging framework for educational theory and practice
Lucas, Ursula; Mladenovic, Rosina
Authors
Rosina Mladenovic
Abstract
This paper explores the notion of a “threshold concept” and discusses its possible implications for higher education research and practice. Using the case of introductory accounting as an illustration, it is argued that the idea of a threshold concept provides an emerging theoretical framework for a ‘re-view’ of educational research and practice. It is argued that this ‘re-view’ both demands and supports several forms of dialogue about educational research and practice: within the disciplines (between lecturers and between lecturers and students) and between lecturers and educational developers. Finally, it is suggested that, rather than representing a research field in its own right, the threshold concepts framework may act as a catalyst, drawing together a variety of fields of research in a productive educative framework.
Citation
Lucas, U., & Mladenovic, R. (2007). The potential of threshold concepts: An emerging framework for educational theory and practice. London Review of Education, 5(3), 237-248. https://doi.org/10.1080/14748460701661294
Journal Article Type | Article |
---|---|
Publication Date | Jan 1, 2007 |
Journal | London Review of Education |
Print ISSN | 1474-8460 |
Publisher | UCL IOE Press |
Peer Reviewed | Peer Reviewed |
Volume | 5 |
Issue | 3 |
Pages | 237-248 |
DOI | https://doi.org/10.1080/14748460701661294 |
Keywords | threshold, emerging framework, educational theory |
Public URL | https://uwe-repository.worktribe.com/output/1033550 |
Publisher URL | http://dx.doi.org/10.1080/14748460701661294 |