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

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The Finnish product development teachers’ perceptions of their pedagogical content knowledge in higher education. / Mäkelä, Elina; Auvinen, Petra; Juuti, Tero.

Proceedings of the Design Society: International Conference on Engineering Design. Vol. 1 Cambridge University Press, 2019. p. 609-618 (Proceedings of the Design Society: International Conference on Engineering Design ).

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

Harvard

Mäkelä, E, Auvinen, P & Juuti, T 2019, The Finnish product development teachers’ perceptions of their pedagogical content knowledge in higher education. in Proceedings of the Design Society: International Conference on Engineering Design. vol. 1, Proceedings of the Design Society: International Conference on Engineering Design , Cambridge University Press, pp. 609-618, International Conference on Engineering Design, 1/01/00. https://doi.org/10.1017/dsi.2019.65

APA

Mäkelä, E., Auvinen, P., & Juuti, T. (2019). The Finnish product development teachers’ perceptions of their pedagogical content knowledge in higher education. In Proceedings of the Design Society: International Conference on Engineering Design (Vol. 1, pp. 609-618). (Proceedings of the Design Society: International Conference on Engineering Design ). Cambridge University Press. https://doi.org/10.1017/dsi.2019.65

Vancouver

Mäkelä E, Auvinen P, Juuti T. The Finnish product development teachers’ perceptions of their pedagogical content knowledge in higher education. In Proceedings of the Design Society: International Conference on Engineering Design. Vol. 1. Cambridge University Press. 2019. p. 609-618. (Proceedings of the Design Society: International Conference on Engineering Design ). https://doi.org/10.1017/dsi.2019.65

Author

Mäkelä, Elina ; Auvinen, Petra ; Juuti, Tero. / The Finnish product development teachers’ perceptions of their pedagogical content knowledge in higher education. Proceedings of the Design Society: International Conference on Engineering Design. Vol. 1 Cambridge University Press, 2019. pp. 609-618 (Proceedings of the Design Society: International Conference on Engineering Design ).

Bibtex - Download

@inproceedings{9a6030be60d04eb2808efd3d6014fc52,
title = "The Finnish product development teachers’ perceptions of their pedagogical content knowledge in higher education",
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.",
author = "Elina M{\"a}kel{\"a} and Petra Auvinen and Tero Juuti",
note = "INT=atme,{"}M{\"a}kel{\"a}, Elina{"}",
year = "2019",
month = "7",
day = "26",
doi = "10.1017/dsi.2019.65",
language = "English",
volume = "1",
series = "Proceedings of the Design Society: International Conference on Engineering Design",
publisher = "Cambridge University Press",
pages = "609--618",
booktitle = "Proceedings of the Design Society: International Conference on Engineering Design",
address = "United Kingdom",

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RIS (suitable for import to EndNote) - Download

TY - GEN

T1 - The Finnish product development teachers’ perceptions of their pedagogical content knowledge in higher education

AU - Mäkelä, Elina

AU - Auvinen, Petra

AU - Juuti, Tero

N1 - INT=atme,"Mäkelä, Elina"

PY - 2019/7/26

Y1 - 2019/7/26

N2 - 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.

AB - 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.

U2 - 10.1017/dsi.2019.65

DO - 10.1017/dsi.2019.65

M3 - Conference contribution

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T3 - Proceedings of the Design Society: International Conference on Engineering Design

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EP - 618

BT - Proceedings of the Design Society: International Conference on Engineering Design

PB - Cambridge University Press

ER -