University Challenge.
This article addresses the complex issue of lecturers' subject knowledge and teaching. It explores the subject knowledge models of Banks, Leach and Moon (expressed in their chapter 'New understandings of teachers' pedagogic knowledge', in J. Leach and B. Moon's edited work Learners and Pedagogy, 199...
| Publicado en: | Arts & Humanities in Higher Education Vol. 5; no. 3; pp. 275 - 291 |
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| Formato: | Artículo |
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Sage Publications Inc.
Oct2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=23317405&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 23317405 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14740222 P5X jtl: Arts & Humanities in Higher Education issn: 14740222 maglogo: Y pubinfo: dt: Oct2006 vid: 5 iid: 3 pid: 344 pub: Sage Publications Inc. artinfo: ui: 23317405 10.1177/1474022206067625 ppf: 275 ppct: 16 formats: tig: atl: University Challenge. aug: au: Green, Andrew affil: Brunel University, UK su: Lecturers Teaching Teachers Academic achievement Students sug: subj: Lecturers Teaching Teachers Academic achievement Students keyword: English Literature pedagogy scholarship of teaching subject knowledge teaching transition ab: This article addresses the complex issue of lecturers' subject knowledge and teaching. It explores the subject knowledge models of Banks, Leach and Moon (expressed in their chapter 'New understandings of teachers' pedagogic knowledge', in J. Leach and B. Moon's edited work Learners and Pedagogy, 1999) and of Grossman, Wilson and Shulman (see their 'Teachers of substance: Subject matter knowledge for teaching', in Knowledge Base for the Beginning Teacher edited by M.C. Reynolds, 1989). The article then delineates how these can be used in the development of robust teaching models of the subject. It also suggests how these models can be used to develop a scholarly view of teaching and how this may impact on student transition and development. The article emerges from a study of teaching and learning in English Literature departments within the UK higher education sector, but it draws conclusions and offers recommendations applicable to teaching across the Arts and Humanities in and beyond the UK context. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2006 holdings: @attributes: islocal: N |
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