Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice

A central aim of university teaching is to transform students’ conceptual understanding disciplinary knowledge. In order achieve this, lecturers make decisions on subject matter and approaches. However, there seems be little attention for the role pedagogy in teaching. This study aims explore a knowledge base through lecturers’ accounts relation between matter, theory practice Child Education Studies (CES). Four narratives suggest that how taught. At same time, orientation towards was relevant matter. Furthermore, analysis revealed every lecture runs into their own limits when practice. The findings informed by specific subjects rather than discipline. Implications academic development are discussed.