Relevant bibliographies by topics / Conceptions of teaching

Academic literature on the topic 'Conceptions of teaching'

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Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Conceptions of teaching"

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Pratt, Daniel D. "Conceptions of Teaching." Adult Education Quarterly 42, no. 4 (June 1992): 203–20. http://dx.doi.org/10.1177/074171369204200401.

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From interviews of 253 adults and teachers of adults in Canada, the People's Republic of China, Hong Kong, Singapore, and the United States, five conceptions of teaching emerged: Engineering–Delivering Content; Apprenticeship–Modeling Ways of Being; Developmental–Cultivating the Intellect; Nurturing–Facilitating Personal Agency; and, Social Reform–Seeking a Better Society. Variation amongst conceptions was examined in relation to three interdependent aspects of each conception: actions, intentions, and beliefs related to one or more of five elements and the relationship amongst those elements: teacher, learner, content, context, and/or an ideal vision for society. Findings have implications for cross-cultural work, the evaluation of teaching, and the development of teachers.
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Şentürk, Cihad, and Gülçin Zeybek. "TEACHING-LEARNING CONCEPTIONS AND PEDAGOGICAL COMPETENCE PERCEPTIONS OF TEACHERS: A CORRELATIONAL RESEARCH." Research in Pedagogy 9, no. 1 (June 30, 2019): 65–80. http://dx.doi.org/10.17810/2015.92.

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The objective of this research is to examine the relationship between teachers’ teaching-learning conceptions and pedagogical competence perceptions and to reveal the related findings. The research was designed in the relational survey model. The study group of the research is composed of teachers who work in elementary and secondary public schools in Karaman district of Turkey (n = 223). In the research, it was found that there are positive or negative relationships between teachers’ teaching-learning conceptions and pedagogical competence perceptions sub-dimensions. In addition, according to regression analysis, it was seen that the model was significant as a whole and teachers’ teaching-learning conceptions and pedagogical competence perceptions were significantly associated. It was understood that the teachers’ teaching-learning conceptions explained 42% of their pedagogical competence perceptions. According to the findings of the research, it was observed that teachers mostly had traditional teaching-learning conceptions and there was no significant relationship between their traditional teaching-learning conceptions and their pedagogical competence perceptions except the first dimension. It was found that there was a significantly positive relationship between their teaching-learning conceptions and their pedagogical competence perceptions among teachers who have constructivist teaching-learning conception. According to these findings, teachers’ pedagogical competence perception levels decrease as their teaching-learning conceptions move towards the traditional conceptions, and pedagogical competence perception levels increases as their teaching-learning conceptions move towards constructivism. When all these results are taken into consideration, teachers should be educated in accordance with the constructivist teaching-learning conception in line with their contemporary educational philosophies, models and conceptions.
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Entwistle, Noel. "Changing conceptions of teaching." Psychology Teaching Review 6, no. 2 (September 1997): 133–35. http://dx.doi.org/10.53841/bpsptr.1997.6.2.133.

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De Almeida, Marta Mateus, Joana Viana, and Mariana Gaio Alves. "Exploring Teaching Conceptions and Practices: A Qualitative Study with Higher Education Teachers in Portugal." Studia paedagogica 27, no. 2 (November 18, 2022): 35–53. http://dx.doi.org/10.5817/sp2022-2-2.

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In recent decades, several international political guidelines have encouraged the reconfiguration of teachers’ ways of being and acting, specifically arguing for the rejection of the conception of a teacher who holds and transmits knowledge, with inevitable implications for pedagogical practices. Therefore, it is particularly relevant to gain an understanding of teachers’ conceptions and practices, exploring the extent to which they are reconfigured throughout training and professional development processes. With this general objective, a qualitative study is presented, drawing on the content analysis of written testimonies and individual portfolios produced by a group of 24 academics involved in a post-graduate degree course in higher education pedagogy at the University of Lisbon in the academic years 2019/20 and 2020/21. The results suggest a dominant professional conception, embedded in the artisanal paradigm and in line with a teaching conception based on the transmission of knowledge. However, there are signs that teachers challenge this vision of professionalism, revealing diverse conceptions about the profession as well as conceptions about teaching and learning aligned with different types of pedagogical orientation. The study also shows how formal pedagogical training might support changes in teachers’ conceptions about their profession and about the meaning of teaching and learning, with effects on teaching practices and on the quality of student learning.
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Casas-Mas, Amalia, Juan Ignacio Pozo, and Ignacio Montero. "The influence of music learning cultures on the construction of teaching-learning conceptions." British Journal of Music Education 31, no. 3 (April 1, 2014): 319–42. http://dx.doi.org/10.1017/s0265051714000096.

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Current research in music education tends to put the emphasis on learning processes outside formal academic contexts, both to rethink and to renew academic educational formats. Our aim is to observe and describe three music learning cultures simultaneously, including formal, non-formal and informal settings: Classical, Jazz and Flamenco, respectively. We observed the conceptions of learning, teaching and evaluation within the framework of implicit theories. We used multiple-choice questionnaires to infer the profiles of these conceptions in 30 guitarists who are starting out on their professional careers in the three cultures and analysed whether there are related profiles. The results show that: (a) the Flamenco culture differs significantly from the others in the conception of teaching; (b) the three cultures are most alike in the conception of evaluation, for which conceptions are more sophisticated; (c) the classical culture is closer to constructive conceptions and farther from direct positions, while the opposite is true of Flamenco.
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Bilgin, Hilal. "Pre-Service Teachers’ Teaching-Learning Conceptions and Their Attitudes towards Teaching Profession." Educational Process: International Journal 5, no. 2 (March 7, 2016): 139–51. http://dx.doi.org/10.12973/edupij.2016.52.5.

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Wyatt, Meg. "Academics' Conceptions of Teaching Sustainability." Australian Journal of Environmental Education 30, no. 2 (December 2014): 278–79. http://dx.doi.org/10.1017/aee.2015.16.

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AbstractOver the last decade, a growing number of universities have committed to ensuring that sustainability is integral to higher education with the intent of preparing eco-literate graduates who can make positive contributions to the sustainability of the environment. With particular consideration for the increasingly internationalised teaching environment of many higher education institutions, this study sought to explore how academics’ conceptions of teaching sustainability might differ across disciplines. This study builds upon the seminal work of Reid and Petocz (2006), Cotton, Bailey, Warren, and Bissell (2009) and Cotton, Warren, Maiboroda, and Bailey (2007), who explored the views of academics across a range of disciplines not traditionally associated with sustainability. This study extends their research by specifically identifying academics from a variety of disciplines who might be considered experts in the field of sustainability.The study takes a constructivist view of ‘conceptions’ that are developed through one's experiences, beliefs and interactions with community. The theoretical framing also identifies pedagogical approaches recommended in the fields of sustainability and intercultural education, and establishes eco-literacy and environmental ethics as integral to one's conceptions of sustainability.This research applied a multi case-study approach, including open-ended interview questions with participants from four different faculties of Monash University, namely: Science; Business and Economics; Education; and Medicine, Nursing and Health Sciences. All four participants were selected on the basis of the synopsis of the unit they taught overtly stating that sustainability-related content was included in the syllabus, and thus might be defined as experts in the teaching of sustainability. The data was analysed using descriptive followed by interpretative coding, which ultimately identified six different components that might contribute to the participants’ conceptions about their teaching. These components included: discipline; conceptions of sustainability; ethical position; pedagogical approach; approach to intercultural education; and approach to eco-literacy.The findings of the study conclude that there were likely to be disciplinary differences in the academics’ conceptions of teaching sustainability. While there was no evidence of a disciplinary link to the academics’ understanding of what sustainability is, the research did appear to support a correlation between an academic's previous education and their ethical position. Furthermore, the current discipline of their unit appeared to strongly reflect their pedagogical approach to teaching sustainability. The research also highlights that, while there are clearly some innovative teaching strategies being utilised, there is room for more transformational learning to be included in syllabus design. Additionally, as the number of unit outlines that overtly referred to sustainability was surprisingly low, and not all sustainability-related units seemed to demonstrate a comprehensive approach to the teaching of eco-literacy, questions are raised about whether all students are actually engaging in sustainability education as signatories of the Talloires Declaration have pledged.The significant contribution of this study is represented by its implications for the development of curriculum and syllabus design in the field of sustainability education. Having highlighted the potential disciplinary differences between approaches to teaching sustainability, a range of stakeholders, including university faculties and individual academics, can review how sustainability education is taught in their curriculum and address areas that require greater attention to ensure students receive a comprehensive exposure to the skills and knowledge required to develop eco-literacy.
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Fogarty, Merv, and Jim Lennon. "Conceptions of Teaching During Induction." South Pacific Journal of Teacher Education 19, no. 1 (January 1991): 43–48. http://dx.doi.org/10.1080/0311213910190105.

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Ståhle, Ylva. "Leading the Development of Research-based Teaching: A Swedish Case." Nordic Studies in Education 42, no. 2 (May 18, 2022): 158–75. http://dx.doi.org/10.23865/nse.v42.3206.

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The aim of this article is to examine Swedish principals’ conception of their leadership role when realising research-based teaching in relation to research traditions. The study is based on ten principals’ conceptions of research-based teaching, analysed phenomenographically. The results indicate that application of research results is in several respects the most dominant notion of what teaching on a scientific basis entails. The conceptions of the principals’ derive from traditionally accepted beliefs and expectations, which is in line with how national reforms are implemented. Instructional and transformational leadership models are represented when leading schools toward research-based teaching.
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Zwaal, Wichard, and Hans Otting. "Hospitality Management Students' Conceptions of Education." Tourism and Hospitality Research 7, no. 3-4 (September 2007): 256–68. http://dx.doi.org/10.1057/palgrave.thr.6050048.

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The major issue addressed in this study is the alignment between the institutional conception of education and the students’ conceptions of education, decomposed into three parts: conceptions of knowledge, conceptions of teaching and learning, and conceptions of assessment. Subjects in this study were 324 students enrolled in a four-year hospitality management programme. Three instruments were administered to measure students’ conceptions of education. Results indicate that the three sets of conceptions seem to fit in the traditional-constructivist dichotomy with students showing a congruent pattern in the three sets of conceptions. Finally, first-year students hold more traditional conceptions of education than senior students. The implication for educational innovations is that serious attention should be paid to the development of students’ conceptions of education.
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Dissertations / Theses on the topic "Conceptions of teaching"

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Vu, Nhi. "Vietnamese teachers' conceptions of teaching and learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ45490.pdf.

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陳淑英 and Suk-ying Eva Chan. "Teachers' conceptions of geography teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962786.

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Chan, Suk-ying Eva. "Teachers' conceptions of geography teaching and learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752194.

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Law, Kim-hung Thomas, and 羅劍雄. "Relationships between conception and practice: a study of teacher's conceptions of teaching andclassroom teaching practice related to cooperative learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35717063.

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Chung, Chau-yin, and 鍾秋燕. "A study of teachers' conceptions of economics teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27677758.

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Corney, Graham John. "Geography student teachers' conceptions of teaching environmental topics." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020350/.

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Varnava-Marouchou, Despina. "Teaching and learning in an undergraduate business context : an inquiry into lecturers' conceptions of teaching and their students' conceptions of learning." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10490/.

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During one of the many discussions that I often have with my classes, it became apparent to me that some students had varied views regarding teaching and learning. In fact, what was basically a good teaching practice to me, apparently to many of my students it was not so. At the same time, in the last few years lecturers began expressing their disappointment concerning their students' outcomes and their evident lack of interest as regards their introductory courses. This creates some of the most immediate challenges for lecturers and teacher education designers to question the purpose of their teaching and the ways in which they teach. Indeed, what is the aim of university and college teaching and how should it be carried out? The study explored the conceptions of learning and teaching brought by a group of Cypriot students and their lecturers in their everyday introductory Business courses, carried out in one of the three largest private colleges of Nicosia, Cyprus. Data was gathered through interviews with five lecturers and 12 students in one of the three departments of the college, the School of Business, and analysed using the phenomenographic approach. On the basis of analyses of the data, six conceptions of teaching and six conceptions of learning were identified. It was possible to summarise the conceptions under distinct levels of categories. A three - set - order categorisation of teaching and a two - set - order categorisation of learning were developed. Comparisons were made between the two sets of categories. The findings showed that most participants developed comparatively traditional conceptions of both learning and teaching in a limited range of categories. Relationships between the categories indicated interesting similarities worth exploring further. The overall aim of the research is to offer a more defined understanding of the students' early conceptions of their learning and the lecturers' conceptions of teaching those students.
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Go, Luis Jr Tio, and 吳煌元. "Conceptions of parental learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196006.

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The study investigates the learning of parents in parent education. It aims to find the parent learners’ conceptions of learning and to obtain an understanding of parents as learners. Phenomenography was employed as the research method. Semi-structured interviews were conducted with parents who participated in an in-school parent education course targeted at parents of students in the first year of secondary school. The study found six conceptions of parental learning: Learning as A. recalling experiences, B. acquiring problem solving skills, C. applying the problem solving skills, D. awareness of the parent-child system, E. seeing alternative ways of parenting, and F. changing of persons. Among the six categories, the first three are akin to surface learning, while the last three are deep learning. The research found a hierarchical relationship among them. Conception A is considered the lowest level of learning, while F is the highest. The first three conceptions are focused on the control of the child’s behavior. In these, learning is often limited to acquiring and to applying quick fixes to regain control of the child’s behavior. The last three conceptions are focused on the development of the parent and child relationship. Learners reflect upon the assumptions that define the parent-child relationship, the assumptions on the developmental needs of the child, and the assumptions that govern parenting attitude and practices. Deep learning approaches are more systemic than the surface learning approaches. In the former, the problem is treated as something external to the learner, while in the latter the learner is treated as part of the system and is therefore also part of the problem. Transformation is more personal and internal to the learner in the latter categories. Reflection is found to be the key learning strategy in all the conceptions. The first three employ ‘practical or pragmatic reflection’, while the last three employ ‘critical reflection’ of assumptions. This study extends the field of phenomenographic research to more complex and ill-defined real life learning in a lived context. The study concludes that for parent education to acquire an educational and developmental perspective, there is a need to treat ‘parents as learner’. The ‘conceptions of parental learning’ provide critical insights to parents as learners, which in turn give an alternative framework for parent education practitioners and researchers toward designing appropriate programs that facilitate parental learning. Facilitators should foster critical reflection, take into account the rich experiences among the learners and endeavor to harness them.
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Law, Kim-hung Thomas. "Relationships between conception and practice a study of teacher's conceptions of teaching and classroom teaching practice related to cooperative learning /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35717063.

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Wallis, A. C. "Science teachers' conceptions of energy." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10020187/.

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Books on the topic "Conceptions of teaching"

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Johnson, Janice Beryl. Exploring teaching assistants' conceptions of teaching. [Vancouver, B.C.]: University of British Columbia, 1993.

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Dinas, Antonios. Symmetry: Teaching : conceptions of pupils in axial symmetry. [Guildford]: [University of Surrey], 1994.

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Renström, Lena. Conceptions of matter: A phenomenographic approach. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 1988.

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Integrating teachers' conceptions: Assessment, teaching, learning, curriculum, and efficacy. New York: Nova Science Publishers, 2008.

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Byrne, Nuala. Approaches to teaching, perceptions of the teaching environment and conceptions of teaching of year one university teachers. Oxford: Oxford Brookes University, 2002.

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Said, Edward W. Orientalism: Western conceptions of the Orient. London: Penguin, 1995.

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Robitaille, Jean-Marc. Les conceptions de la circulation du sang: Rapport de recherche. [Montréal: Collège Maisonneuve], 1996.

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Fiorilli, Caterina. Conceptions de l'intelligence et pratiques éducatives: Quelle est l'influence du constructivisme? Québec: Presses de l'Université du Québec, 2012.

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Binde, Andrew L. Conceptions of mathematics teacher education: Thoughts among teacher educators in Tanzania. Åbo: Åbo akademis förlag, 2010.

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Giordan, André. Les origines du savoir: Des conceptions des apprenants aux concepts scientifiques. 2nd ed. Lausanne: Delachaux et Niestlé, 1994.

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Book chapters on the topic "Conceptions of teaching"

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Gage, Nathaniel L. "Integrating the Conceptions." In A Conception of Teaching, 123–49. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-09446-5_8.

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Guidoni, Paolo, Anna Porro, and Elena Sassi. "Force-Motion Conceptions." In Thinking Physics for Teaching, 185–206. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1921-8_14.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "Learners’ Alternative Conceptions." In Guide to Teaching Computer Science, 79–89. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-443-2_6.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "Learners’ Alternative Conceptions." In Guide to Teaching Computer Science, 95–104. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6630-6_6.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "Learners’ Alternative Conceptions." In Guide to Teaching Computer Science, 169–80. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_9.

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Mashhadi, Azam. "Students’ Conceptions of Quantum Physics." In Thinking Physics for Teaching, 313–28. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1921-8_25.

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Gage, Nathaniel L. "Conceptions of Students’ Cognitive Capabilities and Motivation." In A Conception of Teaching, 101–12. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-09446-5_6.

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Donovan, Jennifer, and Carole Haeusler. "Addressing alternative conceptions in science." In The Art of Teaching Primary School Science, 36–48. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003173748-3.

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Cabassut, Richard, AnnaMarie Conner, Filyet Aslı İşçimen, Fulvia Furinghetti, Hans Niels Jahnke, and Francesca Morselli. "Conceptions of Proof – In Research and Teaching." In New ICMI Study Series, 169–90. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2129-6_7.

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García, María B., Silvia Vilanova, and Sofía Sol Martín. "Epistemological Conceptions of University Teachers and Students of Science." In Teaching Science with Context, 85–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_6.

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Conference papers on the topic "Conceptions of teaching"

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Bourgoin, Pierre, and Dimitrios Vlachopoulos. "COMPLEMENTARY PERSPECTIVES IN THE STUDY OF TEACHING CONCEPTIONS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0506.

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González, Teresa, and Jesús Pinto. "Conceptions of four pre-service teachers on graphical representation." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08309.

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In this study we analyze the conceptions of future secondary school mathematics teachers on the teaching of statistics and their influence in classifying the problems in which graphical statistics play a role. For this purpose we present a case study of four students taking the course ‘Introduction to the Teaching of Mathematics’, who responded to different data collection instruments and were interviewed afterwards.
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Canada, Daniel. "Variability in a sampling context: enhancing elementary preservice teachers’ conceptions." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08408.

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While recent and ongoing research has begun to reveal ways that precollege students think about variation, more research has been needed to understand the conceptions of variation held by elementary preservice teachers and also how to shape the university courses where those preservice teachers learn. This paper, sharing an excerpt from an exploratory study aimed at preservice teachers, describes changes in class responses to a sampling task where variation is a key component. Overall, going from before to after a series of instructional interventions, responses reflected a more appropriate sensitivity to the presence of variation.
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Canada, Daniel. "Conceptions of distribution held by middle school students and preservice teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08314.

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This paper examines how preservice teachers and middle school students reason about distributions as they consider graphs of two data sets having identical means but different spreads. Results show that while both subject groups reasoned about the task using the aspects of average and variation, relatively more preservice teachers than middle school students combined both aspects to constitute an emerging form of distributional reasoning in their responses. Moreover, these emergent distributional reasoners were more likely to see the data sets as fundamentally different despite the identical means used in the task.
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Hong, Huang-Yao, Pei-Yi Lin, and Guo-Tsai Hung. "Preservice Teachers' Conceptions of Creative Teaching through Knowledge Building Practices." In the 2017 International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3141151.3141153.

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Kasimatis, Katerina, Vasiliki Kontogianni, Andreas Moutsios-Rentzos, and Varvara Rozou. "IDENTIFYING THE EFFECTIVE TEACHER: THE CONCEPTIONS OF PRE-SERVICE ASSISTANT NURSES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end027.

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In this paper, we focus on the conceptions of effective teaching that pre-service assistant nurses hold about effective and ineffective teaching during their training in Public Vocational Training Institutes (DIEK) in Greece. We focused on three aspects of teaching effectiveness: 1) The model of Patrick and Smart (1998), who identified three groups of effective teacher characteristics includes; respect for students, ability to challenge students, organisation and presentation skills; 2) Considering the hands-on teaching experiences of pre-service assistant nurses, we explored their conceptions about teaching effectiveness in problem-based learning educational settings, based on Mayo, Donnelly, Nash and Schwartz (1993), who investigated, amongst others enthusiasm, active interaction and providing feedback. 3) The communicational aspect of teaching effectiveness, drawing upon the work of McCroskey and Richmond (1990) about socio-communicative styles, who identified two dimensions of interpersonal communication; namely assertiveness and responsiveness. All three aspects were explicitly investigated for both effective and ineffective teaching. A three-section (in line with the three-faceted conceptualisation of teaching effectiveness), 56 Likert-type items, questionnaire was completed by 125 students. Our analyses allowed us to identify which aspects of teaching characterise the effective teacher and which are present both in the effective and the ineffective teacher.
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Al Chibani, Wessam. "THE EFFECT OF PROFESSIONAL GROWTH PROGRAMS ON UNIVERSITY PROFESSORS TEACHING CONCEPTIONS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0024.

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Mavuru, Lydia. "PRE-SERVICE TEACHERS’ CONCEPTIONS OF THE INTEGRATION OF SOCIOSCIENTIFIC ISSUES IN LIFE SCIENCES TEACHING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end124.

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"Debates have been going on regarding what the goals of science education are and how those goals could be achieved. Developing scientific literacy in learners has gained traction over the years among other goals. It has been documented that by engaging learners in socioscientific issues (SSIs) in the science classrooms learners acquire complex competencies and skills necessary for scientific literacy. Learners also get motivated to learn science and take up careers in science. The current paper reports findings from a qualitative case study which sought to determine pre-service teachers’ conceptions of the integration of SSIs in Life Sciences teaching and learning. A total of 50 third year pre-service teachers enrolled for a Life Sciences methodology course at a South African University, were selected to participate. After covering a theme on SSIs in Life Sciences teaching and learning, the participants were asked to document their conceptions of SSIs and how argumentation could be used to teach SSIs in specific Life Sciences topics. Their submissions were subjected to content analysis. Two themes emerged: 1. Teachers’ conceptions of the integration of specific SSIs when teaching controversial concepts in Life Sciences; and 2. Teachers’ conceptions of argumentation as a suitable strategy in addressing SSIs in some Life Sciences topics. In addition to the previously found benefits of integrating SSIs such as developing learners’ critical thinking skills, ability to make negotiations, and developing learners to make informed decisions, the pre-service teachers brought in a new angle. They showed how failure to teach SSIs could impact on the livelihood of humans as related to SSIs associated with the current COVID-19 pandemic and other diseases humans are grappling with such as cancer. Some brought in the role of SSIs in teaching the nature of science, an area neglected in many Life Sciences classrooms. Other participants mentioned how argumentation as a teaching strategy equips learners with life skills such as abilities to raise their opinions and stance in a world where most young people are failing to take criticism or challenges positively thereby resorting to suicide as an easy way out of challenging situations. The pre-service teachers’ conceptions were based on real life experiences considering that they were also still young. There were some who did not conceptualise integrating SSIs in the positive manner as they argued that addressing such issues in the classroom would be intrusive. These findings have implications for both pre-and in-service teacher professional development."
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Widiastuti, Indah, Cucuk Wawan Budiyanto, and Murni Ramli. "Pre-service Teacher Conceptions of Integrated STEM Using the Engineering Design Approach." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368382.

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Trellinger Buswell, Natascha, and Catherine G. P. Berdanier. "Revealing teaching conceptions and methods through document elicitation of course syllabi and statements of teaching philosophy." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274267.

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Reports on the topic "Conceptions of teaching"

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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.

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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.
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