Reshaping teaching and learning: The transformation of faculty pedagogical content knowledge

被引：37

作者：

Major, CH ^{[1
]}

Palmer, B ^{[1
]}

机构：

[1] Univ Alabama, Tuscaloosa, AL 35487 USA

来源：

HIGHER EDUCATION | 2006年 / 51卷 / 04期

关键词：

college faculty; faculty knowledge; higher education; instructional change; instructional intervention; organizational change; pedagogical content knowledge; pedagogical reasoning; problem-based learning; scholarship of teaching;

D O I：

10.1007/s10734-004-1391-2

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

A qualitative study of faculty members participating in a campus-wide problem-based learning initiative examined the process of transforming faculty pedagogical content knowledge. Researchers found that faculty existing knowledge and the institutional intervention influenced new knowledge of faculty roles, student roles, disciplinary structures, and pedagogy. Communicating new knowledge solidified the transformation.

引用

页码：619 / 647

页数：29

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