I Investigating university teacher practice: A need for didactics
DOI:
https://doi.org/10.24297/ijrem.v9i1.7904Keywords:
Teaching at the university, professional skills, clinical teaching, reflexive teacher.Abstract
ABSTRACTBased on his position as a mathematician teacher at the university, the first year teacher sees discipline as a rigid base. Therefore, without any teacher training program, he promotes teaching on learning, trying to impart mathematical knowledge without specific didactical teaching tools. In a vision to develop professional skills of a reflective practitioner, we conducted a survey for teachers to gather information about their teaching practice and didactical underlying issues. The results show a need for a didactic training on teaching at the university.
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References
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2. BURN , K., CHILDS , A. et Mc NICOLL, J. (2007). The potential and challenges for student teachers’ learning of subject-specific pedagogical knowledge within secondary school subject departments. The Curriculum Journal, 18(4), 429-445.
3. GESS-NEWSOME J & CARLSON J (2013) The PCK Summit Consensus Model and Definition of Pedagogical Content Knowledge. In the Symposium “Reports from the Pedagogical Content Knowledge (PCK) Summit, ESERA Conference 2013, September.
4. HASHWEH, M. Z. (2005). Teacher pedagogical constructions : A reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11(3), 273-292.
5. TERRISSE, A. (1999). La question du rapport au savoir dans le processus d’enseignement- apprentissage : le point de vue de la clinique. (pp. 62-87). Amiens : Carrefours de l’éducation 7.
6. SHULMAN, L. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15 (2) (1986), pp. 4-14.
7. SHULMAN, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57 (1) (1987), pp. 1-22.
8. PARK, S. & OLIVER , J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research Science Education, 38(3), 261-284.
9. KIND V (2009) Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education 45(1): 169-204
10. LANGEVIN, L. (2007). Formation et soutien à l’enseignement universitaire : des constats et des exemples pour inspirer l’action. Sainte-Foy, Québec : Presses de l’Université du Québec.
11. LOIZON, D., MARGNES, E., TERRISSE, A. (2008). La transmission des savoirs: le savoir personnel de l'enseignant. Paris: Revue Savoirs n°8.
12. MÉNARD, L. & St-PIERRE, L. (2014). Se former à la pédagogie de l’enseignement supérieur. Montréal : Chenelière éducation.
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Published
2018-07-03
How to Cite
OUAILAL, S. (2018). I Investigating university teacher practice: A need for didactics. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY, 9(1), 1496–1509. https://doi.org/10.24297/ijrem.v9i1.7904
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