Professional and Organizational Development Network in Higher Education
To Improve the Academy: A Journal of Educational Development
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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
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Comments
License: CC BY-NC-ND