Application Of Pedagogical Knowledge Research Articles

Theory-Practice Divide: Pre-service Teachers’ Application of Pedagogical Knowledge During Teaching Practicum

Good teacher education programmes ensure good resonance between the pedagogical knowledge learned at the university and the teaching practical. However, the literature shows a significant gap between these two elements. This theory-practice divide can dishearten and potentially jeopardise pre-service teachers’ ability to remain in the field. This study investigated pre-service teachers’ experiences applying pedagogical knowledge learned at the university to their teaching practicum. The research aims to answer two research questions: (i) what pedagogical knowledge learned at the university was useful or inadequate during teaching practicum, and (ii) what suggestions do they have to reduce the theory-practice divide? An exploratory qualitative research design was employed. The sample consisted of seven pre-service teachers who had recently completed their teaching practicum. The main data sources were an open-ended questionnaire and online interview sessions. Data analysis used a constant comparative method to look for emerging themes. Two themes emerged regarding the first research question: (i) Useful Pedagogical Knowledge and (ii) Inadequate Pedagogical Knowledge. For the former, three categories identified were (i) general teaching methods, (ii) research-based teaching findings, and (iii) sharing of teaching experiences and modelling by lecturers. In the latter, four categories coded were (i) classroom management, (ii) online classes, (iii) completing official forms and (iv) comprehensive lesson plan. Accordingly, the pre-service teachers provided three suggestions to improve these adequacies. The study’s implications indicate meta-conversations among stakeholders for more holistic programmes and as starting grounds for curriculum reviews.

Instructional design in foreign language teaching

This paper offers a presentation of two original multimedia educational resources with interactive online tasks in the German language developed within the course “Teacher”s and translator”s electronic resource” in cooperation with the students of the Faculty of Foreign Languages and International Communication of Tver State University. The purpose of our projects assumes, in the first place, deliberate formation of a learning environment meeting the needs of a target audience. In the process of working over the projects, the authors took into consideration the principles of instructional design that served as a theoretical basis for the development of educational materials. Instructional design is viewed by the authors of the article as a separate branch of practical pedagogy which primarily focuses on the application of pedagogical knowledge in practice, namely, development of high-quality efficient educational resources with the use of modern information technologies. The distinctive feature of the theory of instructional design is consideration of not so much the cognitive parameters and mental processes characterising the learning process as the efficient methods and learning formats stimulating these cognitive processes. The most important result of our work is the conclusion that the projects developed with regard for the principles of instructional design under the ADDIE model contribute to enhancement of students’ cognitive abilities and increase the amount and quality of information assimilated by them; at the same time, the learning becomes more systemic and practice-oriented from the first stages of project analysis and planning. The novelty of our approach specifically lies in practical treatment of instructional design as a tool for development of learning materials, invigoration of learning activities and tutor support of students.

Bridging the gap between theory and practice – The effective use of videos to assist the acquisition and application of pedagogical knowledge in pre-service teacher education

• 316 pre-service teachers took part in a Solomon Four-Group-Design. • The participants in the experimental group acquired pedagogical knowledge. • The use of videos prevented knowledge to remain inert. • Indispensable principles for using videos in teacher education were discussed.

Teaching quality matters in higher education: a case study from Turkey and Slovakia

Despite a growing number of studies on the effectiveness of teaching and quality in higher education, reports indicate that more work is needed regarding meeting expectations in teaching quality, in particular, in investigating lecturers’ application of pedagogical knowledge when transferring discipline-specific knowledge. This study aimed to investigate the perceptions of both students and lecturers on teaching in higher education in two countries. The researcher used both quantitative and qualitative data in order to provide a comprehensive analysis of the research problems and to obtain sufficiently detailed data. The results indicated a difference between students’ and lecturers’ perceptions regardless of country, highlighting a discrepancy over views on the pedagogical competence of lecturers. Although this was a small-scale study in two countries, the results pointed to the failure of university lecturers to meet students’ expectations in terms of teaching quality. The study suggested that, regardless of subject area, it would be beneficial to emphasize self-reflection, awareness, improvement of teaching skills, and consequent changes in students learning. University administrations should also have realistic expectations of lecturers.

Teaching with Technology: Using Tpack to Understand Teaching Expertise in Online Higher Education

In this study, we used the TPACK profile as a framework for evaluating teaching expertise in higher education. Through interviews and non-participant observation, we created individual TPACK profiles for three professors within a college of education in a large Midwestern university. The profiles illustrate how each professor's degree of Content, Technology, and Pedagogical knowledge levels interact in unique patterns. We conclude that, when instructors' Technology Knowledge is defined solely as their ability to use various technology tools, a balanced and integrated TPACK profile is unlikely. In contrast, instructors who are able to explicitly articulate their understanding and application of Pedagogical Knowledge are more likely to demonstrate TPACK integration.

Higher Education Librarians Are Comfortable and Confident With their Teaching Responsibilities and Pedagogical Knowledge

Higher Education Librarians Are Comfortable and Confident With their Teaching Responsibilities and Pedagogical Knowledge

Developing librarians as teachers: A study of their pedagogical knowledge

The widespread involvement of librarians in information literacy education has raised concerns about their development as teachers, but there is little research on their acquisition and application of pedagogical knowledge. A questionnaire was used to collect mainly quantitative data about the teaching roles, pedagogical knowledge and professional development of subject librarians in 82 UK higher education institutions. Two expert interviews and a literature review informed the design and contextualized the findings. The survey showed postholders were engaged in a variety of teaching-related activities, regarded as central to their work. Contrary to assumptions, most felt confident about teaching and thought their knowledge sufficient, giving examples of pedagogical theory gained via courses informing their teaching practice. Although on-the-job development was common, the majority had undertaken a short course and/or extended programme. Respondents favoured incorporating a teaching module into initial professional education and providing tailored programmes for librarians with substantial teaching roles.