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.

摘要

大学教学的中心目标是转变学生对学科知识的概念理解。为了实现这一目标，讲师要对主题和教学方法做出决定。但是，主题教学法在大学教学中的作用似乎很少受到关注。本研究旨在通过讲师对儿童与教育研究（CES）的主题，理论与实践之间的关系的探讨来探索教学的知识库。讲师的四个叙述表明，主题是如何教授理论与实践之间关系的核心。同时，教学方向与教学主题有关。此外，分析表明，每门讲座在教授理论和实践时都会遇到自己的局限性。研究结果表明，大学的教学法是由特定学科而不是学科所指导。讨论了对教学和学术发展的影响。