Abstract
Of the many tasks that teachers undertake, the analysis of subject matter for learning entails the most complex of pedagogic activities. Teachers’ perceptions of what is difficult and troublesome for students to learn are central to teaching and learning, yet under-emphasised in current theoretical framings of pedagogical knowledge and expertise. In this study of pedagogical thinking and reasoning university teachers from different disciplinary settings were asked to delineate a threshold concept that featured within their course, and to describe the potentially troublesome aspects for student learning.
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O’brien, M. (2012). Portraits of Pedagogical Thinking. In: Whisperings from the Corridors. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-164-1_4
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DOI: https://doi.org/10.1007/978-94-6209-164-1_4
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