Job Discussion Forums

[saint57]

For those who teach at the university level, which is more important to you? Which one would you like to improve?

[TravellingAround]

For my good self it would have been pedagogy...mainly as it led me to pursue further qualifications in that domain rather than in pursuing further study in the subject. I'd have liked to have undertaken further research in Literature rather than Language (I did both at uni) for my own interest but as a teacher where I was (China) I felt I'd have had little or any use for it compared to an education-related MA which would most likely serve my job prospects better.

I'm not sure that there is that much need for that intricate a knowledge of the subject in most situations an EFL FT is likely to find their self in in many countries. Would the employer utilise such knowledge effectively or just want someone to teach from a textbook like usual? Of all the places I worked at in China over a few years (I did a lot of part-time/holiday gigs too to supplement my income) only one didn't stress following a textbook as close as possible. How much use are further degrees when you have to stick to Headway part 2 (or whatever) as closely as possible?

In the future I plan to learn in a separate subject than English. Being an English teacher means many opportunities but being able to teach another subject as well would open more. Then again, I'm not really looking at uni work for the future!

[dmb]

Why only those who teach at uni level?

[John Hall]

Subject knowledge can be obtained by any one who can access the appropriate database. Pedagagy cannot.

[saint57]

[tedkarma]

Pedagogy doesn't matter if you don't know what you are talking about - or conveying inaccurate information.

I don't think there is really such a distinction.

[fluffyhamster]

I agree with tedkarma. My own tuppeny's worth is that (a good knowledge of) the language will often help suggest a variety of natural "pedagogical" options (especially if you're attempting to "teach" conversational English); pedagogy divorced from that knowledge is usually unsatisfctory (unnatural, strained, ultimately just handwaving and going through the motions of 'language-like behaviour'). Oh, and I see no reason why even young schoolkids (any beyond the first few years of their elementary schooling) should be fobbed off with stuff that is too half-baked.

[Stephen Jones]

It's a question of where your shortcomings are.

[zorro (3)]

there is a distinction in my experience and I think that the OP was right to mention the uni level.
I assume that by uni level the OP was referring to more advanced language learners. In this case I think that subject knowledge is more important. When your advanced level student asks you to explain the reason why 'I found Paul a good doctor' is ambiguous, without the technical appreciation or subject knowledge, you may be left floundering. Pedagogy in my experience is what you learn on the job, from your co-workers, from your TEFL course, from general reading. It is what you can practice and change throughout your teaching career. Whenever a new pedagogical trend appears you can add it to your teaching repertoire.
Subject knowledge stays with you and is built upon. It is not as flexible as pedagogy.

[supervisor133]

That's a really interesting question. At the risk of sounding like a nerd - both!! Right now I teach university entrance at an Australian university so I feel sharp in my knowledge of writing and critical thinking, though I feel that because my students are at such an advanced level that I've let my grammar knowledge slip somewhat.

Because I teach mixed nationality classes, pedagogy becomes increasingly important and I'm always looking for ways to make my classes better from term to term. That said, I sometimes have trouble with some of what is written related to pedagogy as it seems to be people with their heads well and truly stuck up their own bums looking to justify their tenured position.