Session Information
SES B 03, Paper Session
Paper Session
Contribution
This paper is focus on university teacher knowledge and teaching. European universities are involved in a change process, the EHEA. Changes have their own rhythm and affect all dimensions of this historical institution. Teaching and learning is one of the clue dimension. Although the focus is on teacher knowledge and teaching we do not understand it in an isolated way, totally the opposite it’s inserted within a complex context of interactions.
One of the challenges that guided this research is to understand university teaching in different knowledge fields. How is the relationship between the knowledge area and teacher knowledge? How is this interaction? Is a hierarchical relationship, where the specialized knowledge framework affects the construction of pedagogical and didactical knowledge? Or the other way about?
There are different researches that try to understand the university teaching within different knowledge areas. Some researches affirm that university teaching approach depends on which knowledge area this teacher belongs, that is to say that specialized knowledge framework has a direct influence on teaching practice. (Trigwell; 2002), (Lueddeke; 2003),(Lindblom-Ylänne, Trigwell, Nevgi; 2006). For example those teachers who teach within the ‘hard’ disciplines ( physical sciences, engineering and medicine) were more likely to apply a teacher centred approach to teaching, whereas teachers from ‘soft’ disciplines (social sciences and humanities) took more student –centred approach teaching. (Lueddeke, 2003).
More complex researches show out that teacher epistemological framework has an important influence in teaching practice (Quinlan,K. 1997) (Lenze ). Which is the nature of knowledge and how it is constructed, the epistemological frame affects methodological decisions within teaching practice.
Another research perspective concerning the relationship between subject matter knowledge and pedagogical knowledge is the one which focus on the conceptual construction named “Pedagogical Content Knowledge”, PCK. (Shulman, 1986), (Grossman, Wilson, Shulman, 2005 ) (Turner-Bisset, 1999) (Lougrhan, J.; Mulhall,P & Berry, A , 2004).(Berry, A., Loughran, J & van Driel, J., 2008)
This is a Phd thesis research which main objectives are: to understand how university professor’s epistemological-discipline frame affects their teacher knowledge, and to reach a profound comprehension of university teacher knowledge construction through the interrelationship between university pedagogical practices and their discipline framework
This research project is framed within the hermeneutic - phenomenological approach: Keep a focus on learning the meaning that university professors hold about their pedagogical knowledge in their natural settings (University of Barcelona, own Faculties and Departments) and interpret them. (Creswell, 2007)
Method
Expected Outcomes
References
Berry, A., Loughran, J & van Driel, J. (2008). Revisiting the Roots of Pedagogical Content Knowledge. International Journal of Science Education, 30:10, 1271-1279 Creswell, J. (2007). Qualitative inquiry and research design. Chosing among five approaches. California, Sage. Grossman, P. , Shulman, L y Wilson, S. (2005). Profesores de sustancia: El conocimiento de la materia para la enseñanza. En Profesorado Revista de currículum y formación del profesorado, 9,2. Laverty, S. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative Methods 2(3): 21-35. Lindblom-Ylänne, S. Trigwell, K. Y Nevgi, A. (2006). How approches to teaching are affected by discipline and teaching context. En Studies in higher Education, vol, 31, nº 3, june 2006, pp285-298. Litwin, E. (1997). Las Configuraciones didácticas. Buenos Aires: Paidós. Lougrhan, J.; Mulhall,P & Berry, A (2004).In Search of Pedagogical Content Knowledge in Science: Developing Ways of Articulating and Documenting Professional Practice. Journal of Research in Science Teaching.41(4): 370–391 Lueddeke, G. (2003) Professionalising Teaching Practice in Higher Education: a study of disciplinary variation and teaching –scholarship. En Studies in Higher Education, vol. 28, nº 2. Quinlan, K. M. (1999). "Commonalities and Controversy in Context: A Study of Academic Historians' Educational Beliefs." Teaching and Teacher Education 15(4): 447-63. . Shulman, L. (1986), Those Who understand: Knowledge Growth in Teaching. Educational researcher, 15 (2), 4-14. Stake, R. (1999). Investigación con estudio de casos. Madrid: Morata. Taylor, S. J. y Bogdan.(1987), Introducción a los métodos cualitativos de investigación. Barcelona: Paidós. Trigwell, k. (2002). Approaches to teaching design subjects : a quantitative analysis, Art, Design and communication in Higher Education , 1, 69-80. Turner-Bisset R (1999) The knowledge bases of the expert teacher. British Educational Research Journal 25: 39-55 Valles, M. S. (2007). Entrevistas cualitativas. Madrid, Centro de Investigaciones Sociológicas.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.