Professional and Organizational Development Network in Higher Education
Date of this Version
2001
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2001) 19; http://dx.doi.org/10.3998/tia.17063888.0019.013
Abstract
This essay provides a detailed presentation of the perspectives, approaches, activities, materials, and evaluative information that characterize and distinguish a formal, credit-earning, semester-long graduate course in college teaching. This report is based on the author’s experiences and reflections drawn from, and expressed after, 12 years of teaching the college-teaching course. Based on an intensive study of advances in theory and research related to teaching, learning, learners, and diversity; students engage in 1) actual teaching, in which they integrate learning theory and other pedagogical knowledge with the content knowledge of their own subject-matter areas; 2) extensive theory and research informed observation and analysis of the teaching of others; 3) the giving and receiving of detailed, theory and research informed feedback about the teaching and learning that they have practiced and observed; and 4) the creation of pedagogical content knowledge essential to advancement of the scholarship of teaching.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND