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.
Full text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.
Full textChan, 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.
Full textLaw, 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.
Full textChung, 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.
Full textCorney, Graham John. "Geography student teachers' conceptions of teaching environmental topics." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020350/.
Full textVarnava-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/.
Full textGo, 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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Education
Doctoral
Doctor of Philosophy
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.
Full textWallis, A. C. "Science teachers' conceptions of energy." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10020187/.
Full textAncmon, James P. "Conceptions of holiness an examination of St. Francis' teaching /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
Full textJazvac, Marian. "Conceptions of teaching in higher education : challenges and recommendations." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33909.
Full textSiu, May-yee Lucy, and 蕭美儀. "Preservice teachers' approaches to learning and conceptions of teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958928.
Full textMANDARINO, MONICA CERBELLA FREIRE. "MATHEMATICS TEACHING CONCEPTIONS THAT COME FROM TEACHER S PRACTICE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9066@1.
Full textEste trabalho visou diagnosticar e compreender o que ocorre na intimidade das salas de aula, por meio de pesquisa etnográfica. A metodologia de coleta de dados envolveu: entrevista, observação direta e cópias dos materiais didáticos utilizados pelos alunos em aulas de Matemática das séries iniciais do Ensino Fundamental regular, na Cidade do Rio de Janeiro, no período de 2002 a 2004. Foram analisadas 424 aulas de 116 professores, o que possibilitou a descrição das principais características das aulas observadas, usando técnicas de análise de conteúdos. Como resultados, discuto as práticas didáticas dos professores em ação e identifico características recorrentes, analisando: os materiais e recursos que escolhem, as atividades que propõem aos alunos, as relações que se estabelecem em sala de aula, os problemas complexos que os professores enfrentam, e finalmente, as concepções sobre o ensino de Matemática que parecem sustentar as práticas dos professores do grupo estudado. As análises mostram, ainda, a força de um saber profissional, que se constrói na prática, e a influência das experiências dos professores quando alunos, evidenciando a existência de uma cultura docente que preserva concepções e adapta propostas de mudança a velhas práticas.
This work strives to diagnose and comprehend what happens inside the classroom. The data collecting methodology involved: interviews, directly observation and copies of didactic material used by the students in mathematics lessons of primary schools, at Rio de Janeiro, from the year 2002 to 2004. We analyzed 424 lessons of 116 teachers, making possible the description of main observed lessons´ characteristics using content analyses. As a result, I discuss the practices of teachers in action and identify recurring characteristics, analyzing: the materials and resources selected, the activities used, the relations inside the classroom, the complex problems of teachers, and, finally, the conceptions of mathematics´ teaching that appear to support the practices of the group of teachers studied. The analysis also shows the power of the professional knowledge, built over the practice, and the influence of the experience as a student in the future teacher s formation, showing clearly the existence of a teacher´s culture that preserves acquired conceptions and fits recommendations for change into old practices.
Torres, Ayala Ana Teresa. "Future Engineering Professors' Conceptions of Learning and Teaching Engineering." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4412.
Full textSiu, May-yee Lucy. "Preservice teachers' approaches to learning and conceptions of teaching." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1759716X.
Full textShandola, Darlene. "Grade 7 students' conceptions of division." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29351.
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Graduate
Massey, Geraldine. "Seven conceptions of CD-ROM information resources." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36510/1/36510_Massey_1995.pdf.
Full textKemp, Sandra Joy. "Conceptions of teaching and pedagogical actions: Influences of professional development." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489381.
Full textMoreano, Giovanna, Ursula Asmad, Gustavo Cruz, and Gisele Cuglievan. "Conceptions about mathematics teaching in teachers of primary public schools." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/101723.
Full textEsta investigación forma parte de un estudio cualitativo, realizado en cinco escuelas estatales de Lima entre el 2005 y el 2007. El principal objetivo fue identificar las concepciones que los docentes sostenían sobre la enseñanza y aprendizaje de matemática para comprender su práctica pedagógica. La muestra estuvo conformada por nueve docentes de sexto grado de primaria. Los resultados muestran un fuerte arraigo de las concepciones pedagógicas tradicionales, que se encuentra reflejado en las prácticas pedagógicas de los docentes. La enseñanza de matemática se caracterizó por el seguimiento de reglas y procedimientos, la práctica rutinaria de ejercicios, el uso de palabras clave y la falta de un contexto significativo para su aprendizaje.
Brewer, Meaghan. "The Conceptions of Literacy of New Graduate Instructors Teaching Composition." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/229406.
Full textPh.D.
This study explores the variety of understandings of literacy, or conceptions of literacy, that exist among graduate instructors in the fields of English literature, rhetoric and composition, and creative writing in their first semester of teaching and what the implications are for having these conceptions, particularly with regard to their teaching. I collected two kinds of data from seven participants who were enrolled in a fall 2010 composition practicum at a large, public university in the Northeast. The data I elicited included interviews of participants in which they examine their own writing, an assignment ranking activity, observations of participants as they teach composition, and field notes I collected from the Practicum course meetings. I also collected artifacts from their work in the Practicum course and their teaching, including two drafts of a literacy autobiography that they wrote for the practicum and marked-up student paper drafts from the composition course they were teaching. Following the work of Michael W. Smith and Dorothy Strickland, I parsed the data by content units. Using Peter Goggin's categories for defining literacy from Professing Literacy in Composition Studies, I coded data using the qualitative data management system Atlas.ti according to seven conceptions: literacy for personal growth, literacy for personal growth, social/critical literacy, critical activist literacy, cultural literacy, functionalist literacy, and instrumental literacy. My analysis of the data reveals that graduate instructors came to their first semester of teaching with powerful preconceptions about why people read, write, and engage in other literacy activities and that these positions deeply affected their teaching. I also contend that although all of the graduate instructors had complex, multifaceted conceptions of literacy, each graduate instructor had one primary conception, which acted as a kind of lens through which every other conception was viewed and filtered. This primary conception functioned as the graduate instructors' terministic screen for viewing literacy, even when other conceptions were at play. Finally, given the fact that all of the graduate instructors received the same syllabus for the composition course they were teaching, the extent to which each one of them was able to inscribe their own ideas about teaching and literacy onto the course was surprising and points to the power of these literacy orientations, even in the face of competing conceptions communicated to them in their practicum.
Temple University--Theses
Kwako, Joan. "Assessment task design developing mathematics teaching assistants' conceptions of assessment." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/988720833/04.
Full textMcSorley, Julie A. F. "Primary school teachers' conceptions of the teaching of art criticism." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36691/1/36691_Digitised%20Thesis.pdf.
Full textCollins, Roz. "Seeing the point : conceptions of learning and teaching for transfer and influences on teaching practice." Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/67472/.
Full textChan, Sin-yan, and 陳倩欣. "Students' conceptions of stoichiometry at the submicro level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209683.
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Education
Master
Master of Education
Ho, Suk-ping Angela. "Changing teachers' conceptions of teaching as an approach to enhancing teaching and learning in tertiary education /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263508.
Full textButler, Abigail. "The relationship among preservice music education teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289016.
Full textRobertson, Prudence Jane. "Making connections : conceptions of teaching and learning in secondary teacher education." Thesis, University of Canterbury. Christchurch College of Education, 1997. http://hdl.handle.net/10092/3747.
Full textNg, Kar-wai Vivien, and 吳家慧. "Teachers' conceptions of liberal studies teaching in a case study school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/209524.
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Education
Master
Master of Education
Stein, Sarah Jane. "Students' conceptions of science across the years of schooling." Thesis, Queensland University of Technology, 1996.
Find full textWilson, Susan Worth. "Changing conceptions of practice in home economics education." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25538.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Cheung, Kok-chung, and 張覺沖. "The relationship between a teacher's conceptions and her teaching practice: an example from the teaching ofPythagoras' theorem." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962506.
Full textMak, Yee-chi, and 麥綺慈. "A study on the relationship between teachers' conceptions of teaching and use of information technology in teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196252X.
Full textMak, Yee-chi. "A study on the relationship between teachers' conceptions of teaching and use of information technology in teaching." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23436700.
Full textWong, Kit-mei, and 黃潔薇. "Preschool teachers' conceptions and pratices of art education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959866.
Full textBorgford-Parnell, James L. "Conceptions of teaching in a research-intensive university : what effective teachers think /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7520.
Full textHarding, James Craig. "Teachers' conceptions of history education, a phenomenographic inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/NQ46353.pdf.
Full textGue, David Leslie, and University of Lethbridge Faculty of Education. "Surveying alternative conceptions about energy in the classroom." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1992, 1992. http://hdl.handle.net/10133/53.
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Magro, Karen Mary. "Exploring English teachers' conceptions of teaching and learning in adult education contexts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ45635.pdf.
Full textRehmani, Amin A. M. "Teachers' conceptions of teaching : case studies of professional development teachers from Pakistan." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020646/.
Full textWojnowski, David. "Traditional and Scientific Conceptions of Snakes in Kenya: Alternative Perspectives for Teaching." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1207830544.
Full textPenn-Edwards, Sorrel. "Conceptions of information video in university research and teaching: A phenomenographic study." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36565/1/36565_Digitised%20Thesis.pdf.
Full textAu, Kit-oi Eliza. "A study on student teachers' conceptions of teaching : analysis based on metaphors and reflection /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553823.
Full textEbenezer, Jazlin Vasanthakumari. "Students' conceptions of solubility : a teacher-researcher collaborative study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32245.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Cheung, Kok-chung. "The relationship between a teacher's conceptions and her teaching practice : an example from the teaching of Pythagoras' theorem /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500803.
Full textTo, Wai-tik, and 杜偉迪. "Secondary students' conceptions of learning economics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963523.
Full textForbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.
Full textAbstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.
Tam, Kwok-hin, and 談國軒. "Biology students' conceptions of evolution: aphenomenography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961940.
Full textIreland, Joseph Ernest. "Inquiry teaching in primary science : a phenomenographic study." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45772/1/Joseph_Ireland_Thesis.pdf.
Full textHodkinson, Alan John. "Primary children's developing conceptions of historical time : analysing approaches to teaching and learning." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397050.
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