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ERIC Number: EJ1014895
Record Type: Journal
Publication Date: 2013-Jul
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1469-7874
Threshold Concepts and Student Engagement: Revisiting Pedagogical Content Knowledge
Zepke, Nick
Active Learning in Higher Education, v14 n2 p97-107 Jul 2013
This article revisits the notion that to facilitate quality learning requires teachers in higher education to have pedagogical content knowledge. It constructs pedagogical content knowledge as a teaching and learning space that brings content and pedagogy together. On the content knowledge side, it suggests that threshold concepts, akin to a portal that opens up a new and previously inaccessible way of thinking about a subject, are useful in quality learning. On the pedagogy side, it employs student engagement as a useful proxy for identifying what happens in a learning environment to achieve quality learning. This article asks "what fresh insights might this particular conceptualization of pedagogical content knowledge afford teacher education and teacher development in achieving quality learning in higher education." After outlining characteristics of threshold concepts and student engagement, it brings together the contributions these concepts make to pedagogical content knowledge before detailing some fresh insights afforded by the synthesis. (Contains 1 figure.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A