Teaching that which is tacit – the challenge of disciplinary discourses

Abstract

Focus – the explicit teaching of disciplinary discourses. Aim - examined how university lecturers across a range of disciplines, as well as academic developers, constructed their understandings of the teaching of disciplinary discourses. Study – explored how the shared expertise that disciplinary lecturers and academic developers brought to their teaching, heightened their awareness of the tacit nature of their disciplinary discourses and facilitated the explicit teaching of this rhetorical dimension of knowledge.