The generic nature of pedagogical content knowledge among college professors
Identifieur interne : 000744 ( Main/Curation ); précédent : 000743; suivant : 000745The generic nature of pedagogical content knowledge among college professors
Auteurs : Juan-Miguel Fernández-Balboa [États-Unis] ; Jim Stiehl [États-Unis]Source :
- Teaching and Teacher Education [ 0742-051X ] ; 1994.
Abstract
There is a growing body of research on teachers' pedagogical content knowledge (PCK), yet most of it has focused on subject-matter-bounded (specific) PCK and involves teachers in the general classroom (elementary and secondary grades). This study explorers the kinds of interpretative frameworks that university professors use in constructing and implementing PCK. The basic purpose of this study was to better understand the “generic” nature of PCK among exceptional university-level teachers. It analyzes generic PCK in professors across several fields (biology, business, education, kinesiology, music, nursing, special education, and speech communication). Data were obtained from phenomenological interviews with 10 university professors, all of them experienced teachers and recognized by their peers and administrators as eminent. The results emerged from qualitative analysis of the data, and indicate that these professors not only construct and use generic PCK in very similar ways but also that they apply generic PCK in ways that reflect Rubin's (1989) notion of “pedagogical intelligence” and Porter and Brophy's (1988) insights on good teaching. Five generic PCK components emerged: knowledge about (a) the subject matter, (b) the students, (c) numerous instructional strategies, (d) the teaching context, and (e) one's teaching purposes. In addition, the results problematize the traditional “scholar-teacher” dichotomy in higher education.
Url:
DOI: 10.1016/0742-051X(94)00030-A
Links toward previous steps (curation, corpus...)
- to stream Main, to step Corpus: Pour aller vers cette notice dans l'étape Curation :000749
Links to Exploration step
ISTEX:8DDCD4CC94767197F7205DE48B18DA94E26C1D74Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title>The generic nature of pedagogical content knowledge among college professors</title><author><name sortKey="Fernandez Balboa, Juan Miguel" sort="Fernandez Balboa, Juan Miguel" uniqKey="Fernandez Balboa J" first="Juan-Miguel" last="Fernández-Balboa">Juan-Miguel Fernández-Balboa</name><affiliation wicri:level="1"><mods:affiliation>University of Northern Colorado, U.S.A.</mods:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>University of Northern Colorado</wicri:regionArea></affiliation></author><author><name sortKey="Stiehl, Jim" sort="Stiehl, Jim" uniqKey="Stiehl J" first="Jim" last="Stiehl">Jim Stiehl</name><affiliation wicri:level="1"><mods:affiliation>University of Northern Colorado, U.S.A.</mods:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>University of Northern Colorado</wicri:regionArea></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:8DDCD4CC94767197F7205DE48B18DA94E26C1D74</idno><date when="1995" year="1995">1995</date><idno type="doi">10.1016/0742-051X(94)00030-A</idno><idno type="url">https://api.istex.fr/document/8DDCD4CC94767197F7205DE48B18DA94E26C1D74/fulltext/pdf</idno><idno type="wicri:Area/Main/Corpus">000749</idno><idno type="wicri:Area/Main/Curation">000744</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a">The generic nature of pedagogical content knowledge among college professors</title><author><name sortKey="Fernandez Balboa, Juan Miguel" sort="Fernandez Balboa, Juan Miguel" uniqKey="Fernandez Balboa J" first="Juan-Miguel" last="Fernández-Balboa">Juan-Miguel Fernández-Balboa</name><affiliation wicri:level="1"><mods:affiliation>University of Northern Colorado, U.S.A.</mods:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>University of Northern Colorado</wicri:regionArea></affiliation></author><author><name sortKey="Stiehl, Jim" sort="Stiehl, Jim" uniqKey="Stiehl J" first="Jim" last="Stiehl">Jim Stiehl</name><affiliation wicri:level="1"><mods:affiliation>University of Northern Colorado, U.S.A.</mods:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>University of Northern Colorado</wicri:regionArea></affiliation></author></analytic><monogr></monogr><series><title level="j">Teaching and Teacher Education</title><title level="j" type="abbrev">TATE</title><idno type="ISSN">0742-051X</idno><imprint><publisher>ELSEVIER</publisher><date type="published" when="1994">1994</date><biblScope unit="volume">11</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="293">293</biblScope><biblScope unit="page" to="306">306</biblScope></imprint><idno type="ISSN">0742-051X</idno></series><idno type="istex">8DDCD4CC94767197F7205DE48B18DA94E26C1D74</idno><idno type="DOI">10.1016/0742-051X(94)00030-A</idno><idno type="PII">0742-051X(94)00030-A</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0742-051X</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">There is a growing body of research on teachers' pedagogical content knowledge (PCK), yet most of it has focused on subject-matter-bounded (specific) PCK and involves teachers in the general classroom (elementary and secondary grades). This study explorers the kinds of interpretative frameworks that university professors use in constructing and implementing PCK. The basic purpose of this study was to better understand the “generic” nature of PCK among exceptional university-level teachers. It analyzes generic PCK in professors across several fields (biology, business, education, kinesiology, music, nursing, special education, and speech communication). Data were obtained from phenomenological interviews with 10 university professors, all of them experienced teachers and recognized by their peers and administrators as eminent. The results emerged from qualitative analysis of the data, and indicate that these professors not only construct and use generic PCK in very similar ways but also that they apply generic PCK in ways that reflect Rubin's (1989) notion of “pedagogical intelligence” and Porter and Brophy's (1988) insights on good teaching. Five generic PCK components emerged: knowledge about (a) the subject matter, (b) the students, (c) numerous instructional strategies, (d) the teaching context, and (e) one's teaching purposes. In addition, the results problematize the traditional “scholar-teacher” dichotomy in higher education.</div></front></TEI></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Musique/explor/SchutzV1/Data/Main/Curation
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000744 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Curation/biblio.hfd -nk 000744 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Musique
|area= SchutzV1
|flux= Main
|étape= Curation
|type= RBID
|clé= ISTEX:8DDCD4CC94767197F7205DE48B18DA94E26C1D74
|texte= The generic nature of pedagogical content knowledge among college professors
}}
| This area was generated with Dilib version V0.6.38. |  |