Session Information
SES C 02, Paper Session
Paper Session
Contribution
This research is about the construction of teaching knowledge in university beginning teachers. It is well known that Higher Education tends to promote research skills in professors and the educative task sometimes is in a second place (Kreber, 2002; Knight, 2006).
Teaching is a complex task which depends on the content of a discipline, the teaching skills, different learning abilities of the students, their needs and the institutional context (Benedito, 2000). Also, we can not forget that there are historical, financial and cultural factors that are part of the frame of Higher Education. Currently, the European Higher Education Era promotes the development of competencies related to satisfy the financial market but, as Barnett (2001) says, there are other abilities –like comprehension, communication, reflection and wisdom- that need to be developed too and, for this reason, teaching task is relevant.
University teachers need master not only discipline contents but also the way by which these contents can be taught to be learned (Shulman, 2005); this way, teachers have to look for all the resources and the strategies in order to promote meaningful learning among all students in a specific institutional context (Montero, 2001). Nevertheless, teachers not always are prepared to face this task. Pedagogical teacher training is only mandatory in a few universities in Europe (Michavila, 2003) and teachers have to seek alternative ways to develop teaching knowledge.
Specifically, beginning teachers have to deal with a lot of difficulties related to their teaching practices. They are experts in their discipline but they do not have the experience of teaching. When preparing a class they tend to plan in great detail and they feel insecure of how to gain the respect of their students, how to focus on the clue ideas or what to do in case they do not have the answer for a question (Knight, 2006; Ramsden, 2003; Marcelo, 2009).
The task of teaching for beginning teachers is guided by different elements like beliefs, teaching models (as learners), reflection on action (Schön, 1998) and the opportunities to share their pedagogical practices with their colleagues; sometimes they are supported by expert teachers who give them advise and emotional support; if not, they learn how to teach by themselves.
Some research questions are: which are the main elements that guide teaching practices in university beginning teachers? How they learn to teach? Have teacher training impact on the construction of teaching knowledge in university beginning teacher?
Method
Expected Outcomes
References
Benedito, V. (2000). Formación Institucional del Profesorado Universitario. Experiencias en la Universidad de Barcelona.Unpublished manuscript, Barcelona. Barnett, R. (2001. Los límites de la competencia. El conocimiento, la educación superior y la sociedad. Gedisa: Barcelona Denzin N y Lincoln Y. (1994). Handbook of Qualitative Research. California: Sage Eraut, M. (1999). Developing professional knowledge and competente. Philadelphia: The Falmer Press. Feixas, M. (2002). El desenvolupament professional del professor universitari com a docent. Tesis doctoral. Departamento de Pedagogía Aplicada. Universidad Autónoma de Barcelona. Knight, P. (2006). El profesorado de educación superior. Formación para la excelencia. Madrid: Narcea. Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education Vol. 27, n 1. P. 5-23 Marcelo, (2009). Los comienzos en la docencia: un profesorado con buenos principios. Profesorado. Revista de Curriculum y Formación del Profesorado. Vo. 13, No. 1, pp. 1-25 Michavila (2003) Montero, M.L. (2001). La construcción del conocimiento profesional docente. Santa Fe: Homosapiens. Ramsden, P. (2003). Learning to teach in Higher Education. Routledgefalmer: Nueva York. Schön, D. (1998). El profesional reflexivo. Cómo piensan los profesionales cuando actúan. Barcelona: Paidós Shulman, L.S. (2005) Conocimiento y enseñanza: fundamentos de la nueva reforma. Profesorado. Revista de currículum y formación del profesorado, 9(2), 1-31. (Publicado originariamente en Harvard Educational Review, 57(1), 1987, pp. 1-22. Reeditado en sus libros “The wisdom of practice: Essays on teaching, learning and learning to teach” (San Francisco, CA: Jossey-Bass, 2004) y en “Teaching as community property: Essay on higher education (San Francisco, CA: Jossey-Bass, 2004). Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Vasilachis Y. (2006). Estrategias de investigación cualtitativa. Gedisa: Barcelona
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