A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

218 ❘
Teaching in the disciplines
Interviews – some of which were part of another research project (McAlpine et
al., 1999) – were used and focused on different moments in teaching, namely at
the beginning of a course, immediately before a class, immediately after a class,
and at the end of a course. One additional interview did not specifically focus on
any teaching moment but focused rather on the various aspects of DPK. All
interviews addressed both thoughts and actions, thus ensuring that what came
out of the interviews was representative of the four professors’ actions, not just
their intentions.
Through content analysis of the various interview transcripts, several dimensions
emerged in relation to each component of the DPK model. A further examination
of these dimensions led to the identification of relationships between components
of the DPK model. This is why the discipline-specific pedagogical knowledge of
an academic can be assimilated to a complex web of relationships between
components associated with all three sources mentioned above.
The four participants in the study were all in the first ten years of their career as
university teachers. They were all trained in the British-inspired Anglo-Saxon
tradition. Two were men and two were women. They were also selected for the
differences associated with the disciplines they teach. There is no reason to think
the four are atypical. As such, even though the sample for validation was small,
the fact that they were purposefully chosen for their difference increases the
validity of the model of DPK that is derived from their experience.
(Dr Denis Berthiaume, University of Lausanne)
Interrogating practice
While reading Tables 15.1 to 15.3, reflect on the ‘dimensions’ and see if yours
would be similar. By doing this consciously you are starting to construct your
own DPK and may reach a much greater and quicker understanding about
teaching your discipline than leaving development of your understanding
to chance.
RECONCILING KNOWING HOW TO TEACH
WITH KNOWING WHAT TO TEACH
The empirical DPK model (Figure 15.1) provides insights into how a university teacher
may relate their generic understanding of learning and teaching to the specific
characteristics or requirements of their discipline. Tables 15.1 to 15.3 describe the
dimensions which emerged from the interviews that are described in Case study 1.