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The potential of threshold concepts: An emerging framework for educational theory and practice

Lucas, Ursula; Mladenovic, Rosina

Authors

Ursula Lucas

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


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