Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice

• Published in: Teaching in higher education Vol. 28; no. 4; pp. 880 - 893
• Main Authors: Vereijken, Mayke W. C., van der Rijst, Roeland M.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 19.05.2023; Taylor & Francis Ltd
• Subjects: Academic Education; Child Development; College Faculty; disciplines; Foreign Countries; Higher education; Knowledge Base for Teaching; pedagogical content knowledge; Pedagogy; research-teaching nexus; Teacher Attitudes; Teaching Methods; Theory Practice Relationship; threshold concepts; University faculty; University teaching; Netherlands
• ISSN: 1356-2517; 1470-1294
• DOI: 10.1080/13562517.2020.1863352

A central aim of university teaching is to transform students' conceptual understanding of disciplinary knowledge. In order to achieve this, lecturers make decisions on subject matter and teaching approaches. However, there seems to be little attention for the role of subject matter pedagogy in university teaching. This study aims to explore a knowledge base of teaching through lecturers' accounts of a relation between subject matter, theory and practice in Child and Education Studies (CES). Four narratives of the lecturers suggest that subject matter is central to how a relation between theory and practice is taught. At the same time, orientation towards teaching was relevant to teaching subject matter. Furthermore, the analysis revealed that every lecture runs into their own limits when teaching theory and practice. The findings suggest that university pedagogy is informed by specific subjects rather than the discipline. Implications for teaching and academic development are discussed.