Teacher knowledge and competencies are worth discussing, exploring and investigating. Nothing is taken for granted by just having a PhD or MA in a discipline. After COVID experience, a new type of knowledge and skills were added to the inventory of what instructors or future teachers at various levels of educational degrees need to appreciate and get trained in.
In any discipline , this is a requirement and professional development is then needed for certain. Yes, research is very important when it comes to higher education, but also pedagogical and instructional abilities are necessary, especially in professionally oriented types of disciplines/ Vocational training. Neither lecturing nor mere repetitive and experiential learning alone would fill up the noticed gap. We also need a cluster of other components comprised of knowledge skills and abilities as well.
Schuller(1986-1992) referred to the importance of the pedagogy and content knowledge. This is key variable to align with in designing and developing courses for sure. With the significant development in technologies in instruction, another paradigm emerged adding both the 'technology' and ' pedagogy ' components to Schulman's framework. That was was Sharma (2009-2012) referred to as TPCK knowledge ( Technological, Pedagogical, Content Knowledge) framework that teachers/ instructors/ faculty need to align with and impalements in either K12 or Higher Ed . This is a more comprehensive and efficient approach. Integrated , yet, comprehensive and sustainable.
See details about this theme in general education or in application to certain domains ( translation/interpreting/multilingual studies/EFL) in my next podcasts ( coming up).
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