Abstract:

University teachers’ work mainly depends on the combination of their professional and social competencies, their knowledge, skills, attitudes and motivation. In order to teach successfully, university teachers need a thorough knowledge of different areas: the content and structure of the subject they teach, as well as knowledge of subject didactics and pedagogy. However, to tailor the professional development programme and meet the future teachers’ needs, more information about the university teachers’ knowledge, attitudes and skills of teaching subject didactic is required.The aim of the study was to investigate how university teachers describe the domains of competence in delivering subject didactics in their instruction. This knowledge allows more systematically support future teachers’ training, which is necessary for their effective work at schools. In this study, the university teachers’ subject competence in teaching subject didactics across its domains of knowledge, understanding, and skills was examined. The study was conducted among the university teachers who prepare future Estonian primary school teachers in their subject didactics courses. Data was collected by interviewing 11university teachers training primary school teachers for delivering basic subjects for pupils at the age of 7–12 years. To examine the UTs’ competence in teaching subject didactics, qualitative content analysis was carried out. The results about university teachers’ knowledge revealed that subject content, teaching methods, requirements of curriculum and educational legislation are important aspects for building up subject didactics courses. Students’ core competencies are developed by adapting appropriate study materials when planning and delivering lessons. However, it was noted, that students’ ability to give feedback to subject didactics courses evolves throughout their school practice. To the university teachers’ understanding, integrated teaching of subject and general didactics is a holistic approach creating strong links between the themes, terminology and concepts of didactics, however, it does not consider students’ prior knowledge. The advantages of combining subject didactics and subject courses are supported by overlapping themes, however, separate courses result in more profound understanding of both courses. Based on teaching skills, creative teaching, different learning styles and formats in subject didactics courses were seen as tools for building an inspiring learning environment. The need for more systematic and coherent cooperation of UTs within the university, with other educational institutions as well as with school teachers was highlighted. In conclusion, the research mapped the university teachers’ knowledge, understanding and skills of teaching subject didactics at the university, highlighting the main concerns in teaching subject didactics. The study suggests that higher awareness of specific aspects of teaching subject didactics will facilitate the advancement of teachers’ professional knowledge.

Keywords:

Teacher’s competence, university teacher, subject didactics, content analysis.