Interrogating Pedagogies

Seventeen papers, based on those given at a workshop held in Lampeter in 2000, discuss a wide range of issues and themes of archaeology as taught in higher education, including courses, training, links with the professional sector, assessment methods, qualifications, fieldwork, the role of the teaching institution, supervision, bureaucracy, student choice and the recent Benchmark statement for archaeology launched by the Quality Assurance Agency. Aiming to be proactive rather than reactive, the contributors scrutinise existing teaching practices and highlight the importance of this type of debate in thinking about the future.