Research in University Pedagogy: Towards a Discipline-based Approach?

This book explores the relationship between university pedagogy and didactics in the teaching and learning of science at university, examining disciplinary pedagogical knowledge, teaching practices, and sociological perspectives. It concludes with a synthesis of the main issues and challenges.

Format: Hardback
Length: 240 pages
Publication date: 24 August 2023
Publisher: ISTE Ltd and John Wiley & Sons Inc

This comprehensive book provides a thorough exploration of the research conducted in the field of didactics regarding the teaching and learning of science at the university level, with a particular focus on university pedagogy. In the first part, the authors delve into the intricate connections between university pedagogy and didactics, examining the nature and significance of disciplinary pedagogical knowledge within the university context and the training of academics through the lens of professionalization. The second part takes a disciplinary approach, scrutinizing the teaching practices of academics from the perspective of the influence of their research discipline on their declared practices, as well as the interconnections between the resources employed in research and teaching endeavors. The third part offers a sociological perspective, analyzing the discourses of institutional actors and the practices in situ to gain a deeper understanding of these practices. The book concludes with a comprehensive synthesis that summarizes the key issues, challenges, and complexities that arise throughout the text. This insightful work is a valuable resource for educators, researchers, and policymakers interested in advancing the teaching and learning of science at the university level.

Introduction:
This book offers a comprehensive overview of the research carried out in didactics on the teaching and learning of science at the university level, with a particular focus on university pedagogy. It explores the intricate connections between university pedagogy and didactics, examining the nature and significance of disciplinary pedagogical knowledge within the university context and the training of academics through the lens of professionalization. The first part sheds light on the links between university pedagogy and didactics, by studying the nature and place of disciplinary pedagogical knowledge at university and the training of academics through the prism of professionalization.
The second part questions the teaching practices of academics from a disciplinary approach, from the point of view of the impact of the research discipline on the declared practices, or that of the links between the resources mobilized in research and teaching activities.
The third part proposes a sociological look at these practices, in terms of the analysis of the discourses of institutional actors or of practices in situ. The book concludes with a synthesis that develops the main issues, challenges, and difficulties that remain at the end of this book.

Part 1: The Links between University Pedagogy and Didactics:
In the first part of the book, the authors delve into the intricate connections between university pedagogy and didactics. They examine the nature and place of disciplinary pedagogical knowledge within the university context and the training of academics through the lens of professionalization. The authors argue that university pedagogy plays a crucial role in shaping the teaching and learning of science at the university level. They highlight the importance of disciplinary pedagogical knowledge in providing academics with the necessary skills and knowledge to effectively teach and engage students in the sciences.
The authors also discuss the training of academics through the prism of professionalization. They argue that professionalization is essential for the development of academic skills and knowledge, as it involves the acquisition of specialized expertise, the development of teaching strategies, and the engagement with research and scholarship. Professionalization also involves the development of a strong sense of academic identity and a commitment to lifelong learning.
The authors further explore the links between university pedagogy and didactics by examining the nature and significance of disciplinary pedagogical knowledge. They argue that disciplinary pedagogical knowledge is not just about teaching methods and strategies but also about the broader context of science education. Disciplinary pedagogical knowledge includes an understanding of the scientific principles, theories, and methods that underpin scientific inquiry, as well as an understanding of the social and cultural implications of science.
The authors also discuss the role of university pedagogy in promoting student-centered learning. They argue that student-centered learning is essential for the development of critical thinking, problem-solving, and communication skills, which are essential for success in the sciences and beyond. Student-centered learning involves the active engagement of students in learning activities, the use of diverse teaching methods and resources, and the provision of feedback and support to help students achieve their learning goals.
Finally, the authors explore the challenges and difficulties that arise in the implementation of university pedagogy. They argue that university pedagogy is complex and multifaceted, and that it requires a collaborative effort between educators, researchers, and policymakers to achieve success. They also note that university pedagogy is constantly evolving, as new technologies, research findings, and educational trends emerge.

Part 2: The Disciplinary Approach to Teaching Practices:
In the second part of the book, the authors take a disciplinary approach to examining the teaching practices of academics. They argue that the research discipline has a significant impact on the teaching practices of academics, as it provides them with a framework for understanding the scientific principles, theories, and methods that underpin scientific inquiry. The authors also discuss the interconnections between the resources mobilized in research and teaching activities.
The authors begin by discussing the impact of the research discipline on the teaching practices of academics. They argue that the research discipline provides academics with a wealth of knowledge and expertise that can be used to enhance their teaching practices. For example, research in the sciences can provide academics with a deeper understanding of the scientific principles and theories that underpin scientific inquiry, which can be used to develop more effective teaching strategies and materials.
The authors also discuss the interconnections between the resources mobilized in research and teaching activities. They argue that research can provide academics with access to a wide range of resources, such as laboratory equipment, data sets, and research publications, which can be used to enhance their teaching practices. Research can also provide academics with opportunities to engage in collaborative research projects, which can provide them with valuable experience and insights into the research process.
The authors also discuss the challenges and difficulties that arise in the implementation of disciplinary approaches to teaching practices. They argue that disciplinary approaches to teaching practices require a significant investment of time and resources, as they require academics to engage in ongoing research and scholarship. They also note that disciplinary approaches to teaching practices can be challenging to implement in the classroom, as they require a high level of student engagement and active learning.
Finally, the authors discuss the role of university pedagogy in promoting disciplinary approaches to teaching practices. They argue that university pedagogy can provide academics with the necessary skills and knowledge to effectively implement disciplinary approaches to teaching practices. University pedagogy can also provide academics with opportunities to engage in ongoing professional development, which can help them to stay up-to-date with the latest research findings and teaching strategies.

Part 3: A Sociological Look at Teaching Practices:
In the third part of the book, the authors offer a sociological look at the teaching practices of academics. They argue that teaching practices are shaped by a range of social and cultural factors, including the discourses of institutional actors and the practices in situ. The authors begin by discussing the discourses of institutional actors.
The authors argue that the discourses of institutional actors, such as university administrators, policymakers, and accrediting agencies, play a significant role in shaping the teaching practices of academics. These discourses can influence the way that academics perceive their roles and responsibilities, as well as the way that they approach teaching and learning. For example, the discourses of institutional actors can promote a narrow focus on academic achievement, which can lead to a neglect of the broader goals of science education.
The authors also discuss the practices in situ. The practices in situ refer to the ways in which academics interact with their students and the broader community. These practices can be influenced by a range of social and cultural factors, including the local culture, the social norms and values, and the educational policies and practices of the institution. For example, the practices in situ can vary widely between different institutions, as they are shaped by the unique characteristics and needs of each institution.
The authors argue that a sociological look at teaching practices can provide valuable insights into the complex and multifaceted nature of teaching and learning. They argue that a sociological look can help academics to understand the social and cultural factors that influence their teaching practices, as well as the broader context of science education. A sociological look can also help academics to develop more effective teaching strategies and materials that are tailored to the specific needs and characteristics of their students and the broader community.
Finally, the authors discuss the challenges and difficulties that arise in the implementation of a sociological look at teaching practices. They argue that a sociological look requires a significant investment of time and resources, as it requires academics to engage in ongoing research and scholarship. They also note that a sociological look can be challenging to implement in the classroom, as it requires a high level of student engagement and active learning.

Conclusion:
In conclusion, this comprehensive book provides a thorough exploration of the research conducted in didactics regarding the teaching and learning of science at the university level, with a particular focus on university pedagogy. The first part sheds light on the links between university pedagogy and didactics, examining the nature and place of disciplinary pedagogical knowledge within the university context and the training of academics through the lens of professionalization. The second part takes a disciplinary approach, scrutinizing the teaching practices of academics from the perspective of the influence of their research discipline on their declared practices, as well as the interconnections between the resources employed in research and teaching endeavors. The third part offers a sociological perspective, analyzing the discourses of institutional actors and the practices in situ to gain a deeper understanding of these practices. The book concludes with a comprehensive synthesis that summarizes the key issues, challenges, and complexities that arise throughout the text. This insightful work is a valuable resource for educators, researchers, and policymakers interested in advancing the teaching and learning of science at the university level.

Weight: 617g
ISBN-13: 9781786307934