Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice

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.

Chronic and Acute Disruptions in Higher Education: A Case Study of Malaysia

“…A curriculum rooted in OBE has been argued for more consistent T&L design, especially across various teaching staff, who at times may have only acquired discipline-specific expertise and very little pedagogical training (Cooper et al, 2015;Vereijken & van der Rijst, 2021). However, the recurrent criticism is that the OBE structure has become a basis for rigidity and serves managerial purposes rather than achieving curriculum outcomes (interview with Academic E02, HE Agency 01).…”

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“…Having a wider conception of teaching and student learning, allows lecturers to respond to the many challenging situations they frequently face. Studies have highlighted that working in the absence of PCK can leave lecturers practice bounded, unable to innovate or to examine their practice critically (Fraser, 2016;Vereijken & van der Rijst, 2021). This study highlights how teaching practices, or ways of thinking, transformed, as they became HE professionals engaged with PCK through the processes associated with reflective practice.…”

“…In this case, PhD students only overcame these challenges when they began developing connections with extant work and finding their voice. Perhaps the same could be said of experienced teachers who are new to reflective writing and pedagogic literature, and have PCK that is bounded by their prior lack of engagement with teaching-related CPD (Vereijken & van der Rijst, 2021). If teachers acquire a more sophisticated understanding of the purpose of such practices, they are more likely to fully 'buy-in'…”

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“…They should have a broad knowledge base and be up to date on the latest advancements and research in their field. Subject matter expertise enables lecturers to provide accurate information while effectively engaging students (Vereijiken, 2020).…”