ABSTRACT
This chapter aims to extend the work into different disciplines in the liberal arts and sciences, in some interdisciplinary fields, and in the professions. The New York Times Magazine highlighted recent developments in teacher education, the clash between those like Doug Lemov, who believe that mastering a “taxonomy of effective teaching practices” will improve teaching, and education experts like Deborah Loewenberg Ball, who argue for the importance of content knowledge. Although these debates focus on teaching effectiveness in K–12 schools, the debate over good generic teaching skills versus deep knowledge in the discipline occurs in higher education as well. Professors’ abilities to teach groups of students, especially disciplinary novices, vary widely. In what can be seen as the “second wave of scholarship of teaching and learning”, many scholars have taken an almost meta-cognitive look at the scholarship in their disciplines. The chapter also presents an overview of the key concepts discussed in this book.
