Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Curriculum, Pedagogy, And Teacherly Ethos, Marshall W. Gregory
Curriculum, Pedagogy, And Teacherly Ethos, Marshall W. Gregory
Marshall W. Gregory
In considering how curriculum and teaching influence education, it is revealing to note that most faculty members treat curriculum the way bankers treat investments. They generally spend much time, planning, and careful thought on curricular matters-reasoning here, analyzing there, relying on experience, and carefully considering both the long-term and short-term dividends of knowledge - but when it comes to teaching, many faculty members operate less like bankers and more like barnstormers, flying by the seat of their pants and guiding themselves primarily by instinct or by repeating whatever worked yesterday.
Do We Teach Disciplines Or Do We Teach Students?—What Difference Does It Make?, Marshall W. Gregory
Do We Teach Disciplines Or Do We Teach Students?—What Difference Does It Make?, Marshall W. Gregory
Marshall W. Gregory
The single most difficult notion for graduate students and new professors to grasp about teaching--and, indeed, many experienced teachers never grasp this point either--is that successful teaching to undergraduates has little to do with the degree of one's mastery of disciplinary knowledge.