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  • Teaching as Translation: An Investigation of University Teachers' Pedagogical Content Knowledge, Reasoning and Intention

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    Author(s)
    O'Brien, Mia B.
    Primary Supervisor
    Sim, Cheryl
    Other Supervisors
    Jervis-Tracey, Paula
    Year published
    2008
    Metadata
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    Abstract
    This is a study of the composition and qualitative nature of university teachers’ pedagogical thinking, reasoning and intention. It extends current framings of pedagogical content knowledge and reasoning, and brings into view the epistemological and pedagogical dimensions that teachers’ orient to, as they constitute subject matter for learning. Because the constitution of subject matter for learning entails the translation of disciplinary knowledge and knowing into accessible learning experiences, the pedagogical thinking and deliberation that informs teaching activity can be highly implicit and specific. A constructivist ...
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    This is a study of the composition and qualitative nature of university teachers’ pedagogical thinking, reasoning and intention. It extends current framings of pedagogical content knowledge and reasoning, and brings into view the epistemological and pedagogical dimensions that teachers’ orient to, as they constitute subject matter for learning. Because the constitution of subject matter for learning entails the translation of disciplinary knowledge and knowing into accessible learning experiences, the pedagogical thinking and deliberation that informs teaching activity can be highly implicit and specific. A constructivist grounded theory approach was employed because it affords a methodological framework from which to consider and portray the ways in which the teachers themselves think about, construct and present their pedagogical intentions and deliberations. Six university teachers from six different disciplinary settings provided a detailed account of their pedagogical content knowledge and deliberations. In doing so they selected a specific threshold concept from within their teaching context as the focus of their account. Threshold concepts are significant components of subject areas that entail disciplinary-specific ways of knowing. They are transformative in nature, and hence, troublesome to learn. The selection of a specific threshold concept as the focus for each teacher’s account enabled the teachers to talk in a specific, detailed and disciplinary-oriented manner about their pedagogical thinking and intentions...
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Education and Professional Studies
    DOI
    https://doi.org/10.25904/1912/2181
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    teaching
    university teaching
    university teachers
    content knowledge
    pedagogical content knowledge
    disciplinary knowledge
    pedagogical thinking
    Publication URI
    http://hdl.handle.net/10072/365769
    Collection
    • Theses - Higher Degree by Research

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