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

Tutkimustuotosvertaisarvioitu

Yksityiskohdat

AlkuperäiskieliEnglanti
OtsikkoProceedings of the Design Society: International Conference on Engineering Design
KustantajaCambridge University Press
Sivut609-618
Sivumäärä10
Vuosikerta1
DOI - pysyväislinkit
TilaJulkaistu - 26 heinäkuuta 2019
OKM-julkaisutyyppiA4 Artikkeli konferenssijulkaisussa
TapahtumaInternational Conference on Engineering Design -
Kesto: 1 tammikuuta 1900 → …

Julkaisusarja

NimiProceedings of the Design Society: International Conference on Engineering Design
ISSN (elektroninen)2220-4342

Conference

ConferenceInternational Conference on Engineering Design
Ajanjakso1/01/00 → …

Tiivistelmä

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.