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dc.contributor.authorO'Brien, Mia
dc.contributor.editorSusanne Garvis, Rachael Dwyer
dc.date.accessioned2018-09-19T03:57:12Z
dc.date.available2018-09-19T03:57:12Z
dc.date.issued2012
dc.identifier.isbn9789462091627
dc.identifier.doi10.1007/978-94-6209-164-1_4
dc.identifier.urihttp://hdl.handle.net/10072/142744
dc.description.abstractOf the many tasks that teachers undertake, the analysis of subject matter for learning entails the most complex of pedagogic activities. Teachers’ perceptions of what is difficult and troublesome for students to learn are central to teaching and learning, yet under-emphasised in current theoretical framings of pedagogical knowledge and expertise. In this study of pedagogical thinking and reasoning university teachers from different disciplinary settings were asked to delineate a threshold concept that featured within their course, and to describe the potentially troublesome aspects for student learning.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSense Publishing
dc.publisher.placeUnited States
dc.relation.ispartofbooktitleWhisperings from the Corridors: Stories of Teachers in Higher Education
dc.relation.ispartofchapter4
dc.relation.ispartofpagefrom35
dc.relation.ispartofpageto51
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchcode130202
dc.titlePortraits of Pedagogical Thinking: Theories of Difficulty within University Teachers' Understandings of Student Learning
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.hasfulltextNo Full Text
gro.griffith.authorO'Brien, Mia B.


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