Literaturnachweis - Detailanzeige
| Autor/inn/en | Vereijken, Mayke W. C.; van der Rijst, Roeland M. |
|---|---|
| Titel | Subject Matter Pedagogy in University Teaching: How Lecturers Use Relations between Theory and Practice |
| Quelle | In: Teaching in Higher Education, 28 (2023) 4, S.880-893 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Vereijken, Mayke W. C.) ORCID (van der Rijst, Roeland M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-2517 |
| DOI | 10.1080/13562517.2020.1863352 |
| Schlagwörter | College Faculty; Knowledge Base for Teaching; Theory Practice Relationship; Academic Education; Foreign Countries; Child Development; Teacher Attitudes; Teaching Methods; Netherlands |
| Abstract | A central aim of university teaching is to transform students' conceptual understanding of disciplinary knowledge. In order to achieve this, lecturers make decisions on subject matter and teaching approaches. However, there seems to be little attention for the role of subject matter pedagogy in university teaching. This study aims to explore a knowledge base of teaching through lecturers' accounts of a relation between subject matter, theory and practice in Child and Education Studies (CES). Four narratives of the lecturers suggest that subject matter is central to how a relation between theory and practice is taught. At the same time, orientation towards teaching was relevant to teaching subject matter. Furthermore, the analysis revealed that every lecture runs into their own limits when teaching theory and practice. The findings suggest that university pedagogy is informed by specific subjects rather than the discipline. Implications for teaching and academic development are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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