ERG SES B 02, Parallel Session B 02
University teacher knowledge and teaching is the focus of this presentation. Teacher function at the university is one of the three ones that academic people must develop along their career. It is a function that is constructed within the interaction between the other two ones: research and management.
Moreover if we analyze the beginning of academic professional development, university teachers enter as experts of one knowledge field but what happen with the pedagogical dimension? How is the construction of pedagogical dimension needed for the development of teaching? Does their discipline frame affect their pedagogical knowledge?
One of the main challenges of this study is to understand university practical teaching within different epistemological frameworks from different knowledge fields. How is the relationship between the knowledge area and teacher practical knowledge? How is this interaction?
Teacher knowledge is a construction that is connected with teaching action and reflection (Meijer, 1999; Perrenoud,2004; Schön,1992; Tardif,2004). It is a practical knowledge (Meijer, 1999; Montero,2001) where different aspects contributes to its construction and development. There are personal and biographical factors, disciplinary environment ones and, institutional and organizational too (Feixas, 2004).
There are different researches that try to understand 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. (Lindblom-Ylänne, Trigwell, Nevgi; 2006; Lueddeke; 2003; Trigwell, 2002). 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 (Guzmán, 2010; Quinlan,1997). 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 that focus on the conceptual construction named “Pedagogical Content Knowledge”, PCK (Berry, A., Loughran, J & van Driel, J., 2008; Grossman, Wilson, Shulman, 2005; Lougrhan, J.; Mulhall,P & Berry, A , 2004; Shulman, 1986; Turner-Bisset, 1999).
“[…] the most useful forms of representation […], analogies, illustrations, examples, explanations and demonstrations; that is, the forms to represent and formulate the topic which make it comprehensible for others […] apart from the comprehension of that which determines the difficulty (or ease) involved by learning a particular topic: the previous conceptions and ideas which students at different ages bring to learning” (Shulman, 1986, 9).
This is a Phd thesis research which main objectives are: to understand how university professor’s epistemological-discipline frame affects their teacher practical knowledge, and to reach a profound comprehension of university teacher practical knowledge construction through the interrelationship between university pedagogical practices and their discipline framework within a particular context.
Berry, A., Loughran, J & van Driel, J. (2008). Revisiting the Roots of Pedagogical Content Knowledge. International Journal of Science Education, 30:10, 1271-1279 Feixas, M. (2004). "La influencia de factores personales, institucionales y contextuales en la trayectoria y el desarrollo docente de los profesores universitarios." Educar 33: 31-59. 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. 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. In Studies in Higher Education, vol. 28, nº 2. Perrenoud, P. (2004) Desarrollar la práctica reflexiva en el oficio de enseñar. Barcelona. Quinlan, K. M. (1999). Commonalities and Controversy in Context: A Study of Academic Historians' Educational Beliefs. Teaching and Teacher Education 15(4): 447-63. Schön, D. (1992). La formación de profesionales reflexivos. Hacia un nuevo diseño de la formación y el aprendizaje en las profesiones. Madrid. Shulman, L. (1986), Those Who understand: Knowledge Growth in Teaching. Educational researcher, 15 (2), 4-14. Tardif, M (2004) Los saberes del docente y su desarrollo profesional. 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
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