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The Finnish product development teachers’ perceptions of their pedagogical content knowledge in higher education

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Details

Original languageEnglish
Title of host publicationProceedings of the Design Society: International Conference on Engineering Design
PublisherCambridge University Press
Pages609-618
Number of pages10
Volume1
DOIs
Publication statusPublished - 26 Jul 2019
Publication typeA4 Article in a conference publication
EventInternational Conference on Engineering Design -
Duration: 1 Jan 1900 → …

Publication series

NameProceedings of the Design Society: International Conference on Engineering Design
ISSN (Electronic)2220-4342

Conference

ConferenceInternational Conference on Engineering Design
Period1/01/00 → …

Abstract

The paper concerns the Finnish product development teacherś perceptions on their pedagogical content knowledge in higher education settings. The aim is to describe and analyse what kind of pedagogical content knowledge the teachers have and, therefore, to provide a better understanding of the type of knowledge unique to product development teaching. The model of pedagogical content knowledge used here includes the components of product development content knowledge, pedagogical knowledge and pedagogical content knowledge. Based on seven teacher interviews, the main content knowledge concerns the process of product development, its different phases and methods as well as the usage of different software programs. The teachers use diverse teaching methods and their attitude towards educational technology is mostly positive. Course learning outcomes and working life are acknowledged when planning teaching, but only a few teachers take curriculum into account and participate in curriculum design. Even though the teachers use different evaluation methods in teaching, new ways of evaluation are needed. This may be something that innovative educational technology tools can make possible.

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