Journal articles: '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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Fukaya, Tatsushi, Masayuki Suzuki, Ikumi Ozawa, and Takumi Nakagoshi. "An Examination of Related Factors of Mathematical Pedagogical Content Knowledge in Elementary School Teachers: Focusing on Conceptions of Teaching and Learning and Test Utilization Strategy." SAGE Open 12, no. 4 (October 2022): 215824402211312. http://dx.doi.org/10.1177/21582440221131263.

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We examined the relationship between pedagogical content knowledge (PCK) test scores and elementary school teachers’ psychological variables, conceptions of teaching and learning and test utilization strategy, for mathematics. Through a web-based survey, participants responded to a six-item descriptive PCK test and to inventories of conceptions of teaching and learning and test utilization strategy. Data from 297 elementary school teachers were analyzed for associations with PCK scores. The results showed that constructivist conceptions and test utilization strategy were positively correlated with PCK test scores, and traditional conceptions were negatively correlated. In addition, the results of multiple regression analysis showed that traditional conception and test utilization strategy each showed unique associations with the PCK test. These results suggest the importance of teachers’ beliefs and test utilization strategies as related variables of teachers’ PCK.

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Noviah Rosa Firdaus, Tjandra Kirana, and Endang Susantini. "A Four-tier Test to Identify Students’ Conceptions in Inheritance Concepts." IJORER : International Journal of Recent Educational Research 2, no. 4 (July 31, 2021): 402–15. http://dx.doi.org/10.46245/ijorer.v2i4.128.

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Identification of students' conceptions is an important step before developing suitable learning methods to improve students' understanding. One of the best way to identify students’ conception is the use of diagnostic test. Therefore, the development of diagnostic tests were important in the teaching and learning process to help the teacher determine the students’ conceptions, wheater they have scientific conceptions, lack of knowledge, or misconception. The aim of this research is to develop a valid and reliable four-tier diagnostic test to identify students’ conceptions in inheritance. The research method consists of three main stages: define content, obtaine information about students’ conception, and develop the four-tier test. The result from the research demonstrated that the four-tier test that was developed, was valid and reliable instrument in diagnosing students’ conception in inheritance concepts.

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Erbaş, Mustafa Kayıhan. "Predictive Validity of Teaching Efficacy Beliefs on Teaching-Learning Conceptions: A Study of Physical Education Teacher Candidates." Journal of Education and Learning 10, no. 1 (December 30, 2020): 61. http://dx.doi.org/10.5539/jel.v10n1p61.

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This study aimed to determine the relationship between the teaching efficacy of physical education teacher candidates and their teaching-learning conceptions and to determine the validity of the level of teaching efficacy predicting teaching-learning conceptions. The study group consisted of 433 teacher candidates studying in physical education and sport teaching departments. The study revealed that teacher candidates’ teaching efficacy levels and their adoption of constructivist conceptions were high and that teacher efficacy levels were important predictors of teaching-learning conceptions.

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Zhu, Zhiyong, and Xiaohui Fan. "Reflections on Teachers' Conceptions of Teaching." Chinese Education & Society 45, no. 4 (July 2012): 42–55. http://dx.doi.org/10.2753/ced1061-1932450403.

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Subramaniam, Karthigeyan. "Student teachers’ conceptions of teaching biology." Journal of Biological Education 48, no. 2 (October 22, 2013): 91–97. http://dx.doi.org/10.1080/00219266.2013.837405.

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Ross, Michael. "Conceptions of teaching: an illustrated review." Clinical Teacher 14, no. 1 (January 18, 2017): 8–14. http://dx.doi.org/10.1111/tct.12622.

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Kell, Clare, and Linda Jones. "Mapping placement educators’ conceptions of teaching." Physiotherapy 93, no. 4 (December 2007): 273–82. http://dx.doi.org/10.1016/j.physio.2006.11.011.

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Lisyowati, Wanda, Wiyaka Wiyaka, and Entika Fani Prastikawati. "English Teachers’ Conceptions of Formative Assessment in Online Teaching." Language Circle: Journal of Language and Literature 16, no. 1 (October 10, 2021): 177–86. http://dx.doi.org/10.15294/lc.v16i1.29998.

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Formative assessment is one type of assessment that is commonly implemented in teaching and learning. However, to carry out a formative assessment, teachers need to adjust the conceptions of formative assessment in the online teaching and learning environment. This descriptive qualitative study aimed to determine the English teacher's conceptions of formative assessment in online teaching and learning. To gather the data, the writers used a closed-questionnaire and semi- structured interview. Furthermore, two English teachers participated as the sample of this study. These two English teachers were selected based on several predetermined conditions; teaching experience and educational background. The result of this study shows that both English teachers have a good conception of formative assessment in online teaching. They consider that the application of formative assessments in the online classroom is easy and does not need complicated requirements in its implementation. In addition, formative assessment can help English teachers monitor the progress of their students so that they can prepare better future lesson plans according to the conditions of their students in the online teaching and learning process.

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Azis, Astuti. "CONCEPTIONS AND PRACTICES OF ASSESSMENT: A CASE OF TEACHERS REPRESENTING IMPROVEMENT CONCEPTION." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 2 (September 9, 2015): 129. http://dx.doi.org/10.15639/teflinjournal.v26i2/129-154.

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Despite numerous quantitative studies on teachers’ conceptions and practices of assessment, little research exists regarding the unique assessment environment of Indonesia. This study uses both quantitative and qualitative data to examine how Indonesian junior high school teachers understand assessment and how their conceptions of assessment relate to their assessment practices. This mixed methods study adopted a participant selection model in which quantitative data was analysed to select participants for the qualitative phase. Participants of this study believed that the purpose of assessment was to improve teaching and learning and also to demonstrate the accountability of students and school. They tended to disagree with the view that assessment is irrelevant. Further analysis of the data revealed that teachers’ conceptions of assessment were conflicted. They were keen to use assessment practices to improve their classroom teaching, but felt that the state-wide examination policy requirements constrained their efforts. This suggests that government, policy makers, and curriculum developers must work to build a strong synergy among themselves in order to share consistent goals with teachers. If cultural expectations of school assessment and government policy were aligned, Indonesian teachers may be better able to resolve conflict between their beliefs and assessment practices.

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Blagojević, Bojan. "„MI NEMAMO BUDUĆNOST“: DRŽANJE NASTAVE FILOZOFIJE NARATOSKEPTIČKIM UČENICIMA." ГОДИШЊАК ЗА ПЕДАГОГИЈУ 2, no. 1 (December 15, 2020): 73–82. http://dx.doi.org/10.46630/gped.2.2020.06.

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The paper will deal with a challenge presented to the standard conceptions of philosophy as the art of living. Since the conceptions of a fulfilled/happy/authentic life rest on the conception of a temporally continuous self, Galen Strawson narratosceptic position and a view of the Episodic self require us to rethink the standard methods of teaching philosophy. We will assess Strawson’s position and attempt to provide a possible answer.

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Mamoura, Maria, and Aglaia Raftopoulou. "Secondary Teachers and Creativity in Teaching: Conceptions and Practices." International Journal of Educational Studies 3, no. 3 (October 21, 2020): 120–28. http://dx.doi.org/10.53935/2641-533x.v3i3.149.

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In recent years, there seems to be a sharp shift towards the concept of creativity in education. Given that many theorists and researchers find it difficult to define the concept of creativity itself, this paper will attempt to investigate a) the conceptions about creativity in teaching of 5 teachers of humanistic subjects (Modern Greek Language, Ancient Greek Language, History, Greek Literature) in Greek secondary education b) how these specific conceptions are reflected in their teaching practices and c) the degree to which certain teaching strategies that seem to better facilitate creativity in teaching. The research data were collected from five (5) interviews, transcripts and worksheets of ten (10) teachings including field notes. Data were analyzed by the method of grounded theory. Data analysis showed that the emphasis is placed on "creative teaching" rather than on "teaching in order to develop student‟s creativity", as distinguished by Jeffrey and Craft. The most important finding of the research is that despite their good intentions or stated open perceptions, the research subjects do not systematically promote students' creativity unless they abandon their regulatory role and leave a genuine space of self-efficacy to their students. The authors conclude that further research is needed to answer the following questions: why is the model of creative teacher dominant and not that of the teaching that promotes students' creativity and in what extent and in which ways is creativity defined by specific cognitive subjects.

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Mamoura, Maria, and Aglaia Raftopoulou. "Secondary Teachers and Creativity in Teaching: Conceptions and Practices." Research Journal of Education, no. 64 (April 20, 2020): 31–38. http://dx.doi.org/10.32861/rje.64.31.38.

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In recent years, there seems to be a sharp shift towards the concept of creativity in education. Given that many theorists and researchers find it difficult to define the concept of creativity itself, this paper will attempt to investigate a) the conceptions about creativity in teaching of 5 teachers of humanistic subjects (Modern Greek Language, Ancient Greek Language, History, Greek Literature) in Greek secondary education b) how these specific conceptions are reflected in their teaching practices and c) the degree to which certain teaching strategies that seem to better facilitate creativity in teaching. The research data were collected from five (5) interviews, transcripts and worksheets of ten (10) teachings and including field notes. Data were analyzed by the method of grounded theory. Data analysis showed that the emphasis is placed on "creative teaching" rather than on "teaching in order to develop student’s creativity", as distinguished by Jeffrey and Craft. The most important finding of the research is that despite their good intentions or stated open perceptions, the research subjects do not systematically promote students’ creativity unless they abandon their regulatory role and leave a genuine space of self-efficacy to their students. The authors conclude that further research is needed to answer the following questions: why is the model of creative teacher dominant and not that of the teaching that promotes students’ creativity and in what extent and in which ways is creativity defined by specific cognitive subjects.

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Lam, Bick‐Har, and David Kember. "The relationship between conceptions of teaching and approaches to teaching." Teachers and Teaching 12, no. 6 (December 2006): 693–713. http://dx.doi.org/10.1080/13540600601029744.

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Moss, Pamela A. "Analyzing the Teaching of Professional Practice." Teachers College Record: The Voice of Scholarship in Education 113, no. 12 (December 2011): 2878–96. http://dx.doi.org/10.1177/016146811111301202.

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Background/Context Based on their case studies of preparation for professional practice in the clergy, teaching, and clinical psychology, Grossman and colleagues (2009) identified three key concepts for analyzing and comparing practice in professional education—representations, decomposition, and approximations—to support professional educators in learning from each other's practice. In this special issue, two teams of teacher educators (Kucan & Palincsar, and Boerst, Sleep, Ball, & Bass) put these concepts to work in representing their practice of preparing novice teachers to lead discussions with their students. Purpose/Objective/Research Questions/Focus of Study This analytic essay presents an argument for the importance of (a) adding a fourth key concept to the Grossman et al. framework—conceptions of quality—and (b) using these four concepts to trace novices’ learning opportunities as they unfold over time in order to serve the goal of facilitating instructive comparisons in professional education. Research Design In this analytic essay, I analyze the three articles to examine how conceptions of quality are already entailed in the characterizations of practice. My analysis focuses on the kinds of criteria or “qualities” that are foregrounded; the grain size of practice to which the conception of quality is applied; and the ways in which variations in criteria— what counts as more or less advanced—are represented. I then contrast the sequence of learning opportunities and assessments described in the articles on discussion leading in terms of these four concepts. Conclusions/Recommendations Even instructional practices that appeared quite similar when described through the lenses of approximations, decomposition, and representations looked quite different when conceptions of quality and learning opportunities and assessments were traced over time. Representing these “learning trajectories”—which entail an understanding of the evolving dialectical relationships between learning opportunities and (at least intended) learning outcomes—seems essential to understanding and learning from the teaching practice.

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Christmann, Morgana, and Sílvia Maria de Oliveira Pavão. "Health: bioecological analysis of subjective well-being in teaching." Acta Scientiarum. Health Sciences 43 (October 13, 2021): e55912. http://dx.doi.org/10.4025/actascihealthsci.v43i1.55912.

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Reflect on the concepts that go through the history of people with disabilities, in the context of their rights, as the processes involving their education is an emerging theme. The objective of this work was to understand the conceptions about health of university professors based on the Bioecological Theory of Human development. This is an exploratory case study research with a mixed approach carried out with professors from a public university in the State of Rio Grande do Sul. The method of data collection was the interview and the self-administered questionnaire. 73 professors and 6 interview participants from different fields of knowledge, selected at random participated answering to the questionnaire. It was observed that the systems that constitute the organizational basis of the participants' lives were similar and that their life stories, their culture, the media and the relationships they establish at work are factors that influence their conceptions about health and about the relationship established with people with disabilities in Higher Education. The participants' conception of health, however, still runs through the biomedical model, but has been undergoing a progressive change. It is concluded that the conceptions about health are linked to life history, when then one starts to subjectivity. Combined with the contextual issues of a particular place, the concept of health has been progressively detaching itself from the concept of disease.

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Che Md Ghazali, Nor Hasnida, Norazilawati Abdullah, Syaza Hazwani Zaini, and Mahizer Hamzah. "STUDENT TEACHERS’ CONCEPTION OF FEEDBACK WITHIN AN ASSESSMENT FOR LEARNING ENVIRONMENT: LINK TO PUPIL ASPIRATION." Jurnal Cakrawala Pendidikan 39, no. 1 (February 9, 2020): 54–64. http://dx.doi.org/10.21831/cp.v39i1.25483.

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Teacher beliefs for conceptualisations of feedback should facilitate pupil development. However, to what extent does the conception of feedback in assessment for learning influence pupil aspirations as commanded by the Malaysian Education Development Plan? Thus, this study is conducted to explore the degree of influence of the conceptions of feedback factors on Pupil Aspiration. A survey research design is used in this study using a self-report inventory on feedback conceptions and pupil aspirations. The participants involved are 490 student teachers who have completed their teaching practical in the government schools in their previous semester. The feedback conception inventory adapted from the Teacher Conceptions of Feedback (TCoF) is used to measure the conception of feedback and the instrument for Pupil Aspiration is developed by the researchers. A structural equation modelling software, the Analysis of Moment Structures was used to test the hypothesized relationship. The analysis involves two-stage approach. Results of the study indicated that the proposed model was supported, and thus revealing that feedback conceptions was associated with Pupil Aspirations. Ten inter-correlated constructs had good psychometric properties. All the nine constructs of feedback conceptions loaded positively on pupil aspirations. The findings will give rise to further hypotheses which could close the gap of the research.

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Calkins, Susanna, Nadia Johnson, and Greg Light. "Changing conceptions of teaching in medical faculty." Medical Teacher 34, no. 11 (October 25, 2012): 902–6. http://dx.doi.org/10.3109/0142159x.2012.720050.

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Fink, Nadine. "Pupils' Conceptions of History and History Teaching." History Education Research Journal 4, no. 2 (July 1, 2004): 15–22. http://dx.doi.org/10.18546/herj.04.2.03.

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Fink, Nadine. "Pupils' Conceptions of History and History Teaching." History Education Research Journal 5, no. 1 (January 1, 2005): 11–18. http://dx.doi.org/10.18546/herj.05.1.03.

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Hordern, Jim, and Maria Teresa Tatto. "Conceptions of teaching and educational knowledge requirements." Oxford Review of Education 44, no. 6 (March 5, 2018): 686–701. http://dx.doi.org/10.1080/03054985.2018.1438254.

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Boulton-Lewis, G. M., D. J. H. Smith, A. R. McCrindle, P. C. Burnett, and K. J. Campbell. "Secondary teachers' conceptions of teaching and learning." Learning and Instruction 11, no. 1 (February 2001): 35–51. http://dx.doi.org/10.1016/s0959-4752(00)00014-1.

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Samuelowicz, Katherine, and John D. Bain. "Conceptions of teaching held by academic teachers." Higher Education 24, no. 1 (July 1992): 93–111. http://dx.doi.org/10.1007/bf00138620.

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DRAGONE, Laëtitia, Gaëtan TEMPERMAN, and Bruno DE LIEVRE. "Teaching proportionality: teachers' conceptions and reported practices." 'Analele Universității din Craiova seria Psihologie-Pedagogie/Annals of the University of Craiova Series Psychology- Pedagogy ' 44, no. 2 (December 30, 2022): 7–20. http://dx.doi.org/10.52846/aucpp.2022.2.01.

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Keskitalo, Tuulikki, and Heli Ruokamo. "Exploring Healthcare Simulation Facilitators’ Conceptions of Teaching and Learning." Seminar.net 15, no. 1 (June 14, 2019): 1–22. http://dx.doi.org/10.7577/seminar.2890.

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This study aimed to investigate healthcare simulation facilitators’ conceptions of teaching and learning because they influence the approaches and strategies used in teaching and learning and ultimately influence learning outcomes. The study was conducted using a phenomenographic methodology to identify the variation in conceptions. This study included 37 healthcare simulation facilitators. The data were collected using both thematic and semi-structured individual and paired interviews. The iterative phenomenographic data analysis process revealed four categories of conceptions of learning: 1) learning as acquiring and reproducing knowledge and skills, 2) learning as applying and advancing knowledge and skills, 3) learning as transformation of individual thinking and behaviour and 4) learning as co-constructing knowledge and skills. Three categories of conceptions of teaching were also revealed: 1) teaching as transmission of knowledge, 2) teaching as development of students’ professional skills and 3) teaching as facilitation of learning. Based on the results of this study, we argue that, by changing teaching conditions, we may also affect the underlying conceptions of teaching and learning as well as approaches to teaching and ultimately learning outcomes. The results of this study can also be used to develop healthcare educators’ pedagogical training. However, approaches to teaching and learning are not necessarily aligned; therefore, in future studies, our aim will be to continue the research by investigating how these self-perceived conceptions are related to approaches to teaching and learning within actual educational practices.

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Alcaraz-Dominguez, Silvia, and Mario Barajas. "Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice." Education Sciences 11, no. 5 (May 17, 2021): 238. http://dx.doi.org/10.3390/educsci11050238.

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This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

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Carvalho, Helena, Francis C. Dane, and Shari A. Whicker. "Conceptions of Learning and Teaching for Faculty Who Teach Basic Science." Medical Science Educator 31, no. 2 (March 15, 2021): 745–51. http://dx.doi.org/10.1007/s40670-021-01264-4.

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Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

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Mohammed, Salifu Maigari, and Kwaku Darko Amponsah. "Teachers’ and Educational Administrators’ Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?" Journal of Curriculum and Teaching 10, no. 3 (August 17, 2021): 58. http://dx.doi.org/10.5430/jct.v10n3p58.

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This study sought to examine whether teachers’ and educational administrators’ conceptions of inquiry promote or constrain inquiry-based science teaching in junior high schools. The study also explored any connections between participants’ conceptions of scientific inquiry, inquiry teaching, and inquiry learning. Multiple-case study involving semi-structured interviews was used to collect data from 18 integrated science teachers and 23 educational administrators from rural and urban areas in the Central Region of Ghana. Analysis of the qualitative data involved open coding and categorisation of participants’ responses. We found that all the teachers and educational administrators held either uninformed or partially informed conceptions of scientific inquiry and inquiry teaching and learning which, constrain inquiry-based science instruction in junior high schools. We also found that participants’ conceptions of scientific inquiry reflected in their conceptions of science teaching and learning. Again, we found that the uninformed conceptions of inquiry developed from participants’ lack of exposure and experiences with inquiry-based science instruction when they were students. We recommend regular explicit-reflective in-service trainings to promote teachers’ and educational administrators’ conceptions and teachers’ practice of inquiry-based science teaching. We also recommend reforms in preservice science education that emphasise the engagement of prospective teachers in collaborative explicit-reflective inquiry investigations and instructional practices.

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PETOCZ, PETER, and ANNA REID. "RELATIONSHIPS BETWEEN STUDENTS’ EXPERIENCE OF LEARNING STATISTICS AND TEACHING STATISTICS." STATISTICS EDUCATION RESEARCH JOURNAL 2, no. 1 (May 29, 2003): 39–53. http://dx.doi.org/10.52041/serj.v2i1.559.

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Students in the same statistics course learn different things, and view the role of the lecturer in different ways. We report on empirical research on students’ conceptions of learning statistics, their expectations of teaching, and the relationship between them. The research is based on interviews, analysed using a qualitative methodology, with statistics students studying for a mathematics degree. Students expressed a range of conceptions of learning in statistics and a range of conceptions of their lecturers’ teaching. These conceptions of learning and teaching were related, but not as closely or as exclusively as previous researchers have indicated. Looking at what students expect of teachers and their views of their own learning provides an opportunity for teachers to develop teaching practices that challenge students to move towards more integrated conceptions of statistics learning. First published May 2003 at Statistics Education Research Journal: Archives

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Pérez-Rodríguez, Noelia, Elisa Navarro-Medina, and Nicolás De-Alba-Fernández. "University Professors’ Teaching Conceptions Questionnaire: An Instrument to Understand Teaching Models." Pedagogika 144, no. 4 (December 28, 2021): 5–24. http://dx.doi.org/10.15823/p.2021.144.1.

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This article presents the design, validation using structural equations, and results of a questionnaire about the teaching conceptions of University of Seville professors. Two differentiated samples were used: an experimental group, that included professors who were taking the General University Teaching Course and a control group of professors who were not taking the said course. The results and conclusions of the study show significant differences between the groups.

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Michaelides, Michalis P., and Georgia Solomonidou. "Factorial Structure, Gender Invariance, and Predictive Validity of the Students’ Conceptions of Assessment-VI Inventory." European Journal of Psychological Assessment 35, no. 2 (March 2019): 248–54. http://dx.doi.org/10.1027/1015-5759/a000383.

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Abstract. Student conceptions about assessment may be positive or negative, exemplify various beliefs and expectations, and are hypothesized to relate to student outcomes, for example, grades. The current study investigates the factorial structure of the Students’ Conceptions of Assessment-VI inventory using data from Gymnasium students, that is, 7th- to 9th-graders, in Cyprus. Acceptable fit was found for a multidimensional hierarchical model with four second-order factors relating to assessment conceptions: improvement of teaching and learning, external motives, affective/social activity, and a negative, unfair, or valueless practice. Strong evidence of measurement invariance with respect to gender was found, with higher endorsement of some positive beliefs about assessment by females. The conception of assessment for improvement positively predicted language grades, while the other three assessment conceptions had negative regression coefficients. The adaptation of the inventory in Greek demonstrated good psychometric properties. Findings suggest that conceptions about assessment can be adaptive or maladaptive and relate to achievement outcomes.

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Ogbonnaya, Ugorji Iheanachor, and Chrysoula Dimitriou-Hadjichristou. "THE LAKATOSIAN METHODOLOGY IN TEACHING THE SURFACE AREA OF A CONE AND A STUDENT’S CONCEPTUAL TRANSITION." Infinity Journal 11, no. 1 (January 17, 2022): 103. http://dx.doi.org/10.22460/infinity.v11i1.p103-114.

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Although many scholars support the Lakatosian method of mathematics education for enhancing students learning, the use of the method to foster students’ transition from alternative to scientific conceptions in mathematics does not seem to have been a focus of any research. This study explored if the Lakatosian heuristic method of teaching could foster a students’ transition from alternative to scientific conceptions of the surface area of a cone. The study used a qualitative, exploratory single case study design to undertake an in-depth study of a student in the 11th grade at a secondary school in Cyprus. Data was collected through lesson observation and analyzed using deductive content analysis. The study found that beginning from informal conjectures and proofs to more formal proofs the student was able to transit from alternative conception to the scientific conception of the surface area of a cone. The finding suggests that the Lakatosian method of mathematics can foster students’ conceptual understanding of some mathematical concepts.

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Yunus, Muhammad, and M. Faruq Ubaidillah. "EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia." Journal on English as a Foreign Language 11, no. 2 (September 29, 2021): 422–41. http://dx.doi.org/10.23971/jefl.v11i2.3133.

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While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that teaching critical reading encompasses higher order thinking skills enacted in the process of reading. Practically, the study’s findings call for the enactment of pedagogic trainings for teacher educators in order to construe their basic tenets of teaching critical reading, the philosophies behind such a teaching practice, and the empowered learning activities in the reading classes.

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Bas, Gokhan. "Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety." International Journal of Educational Psychology 5, no. 3 (October 24, 2016): 308. http://dx.doi.org/10.17583/ijep.2016.2271.

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The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the “teaching-learning conceptions scale” (Chan & Elliott, 2004), the “Westside test anxiety scale” (Driscoll, 2007), and the “Grade point average determination form” were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly.

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Butler, Abby. "Preservice Music Teachers' Conceptions of Teaching Effectiveness, Microteaching Experiences, and Teaching Performance." Journal of Research in Music Education 49, no. 3 (October 2001): 258–72. http://dx.doi.org/10.2307/3345711.

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Fifteen undergraduate music education majors who were enrolled in an introductory music education course constructed concept maps on the topic of “teacher effectiveness” prior to and following two microteachings. The Survey of Teaching Effectiveness (STE) and a time sampling procedure based on criteria from teacher-intensity (TI) research measured teaching performance. Conceptions of teaching effectiveness were examined from two perspectives: cognitive structure, measured by map scores, and conceptual understanding, based on qualitative data from maps, self-evaluations, and interviews. Quantitative results indicate that participants' cognitive structure did not change, nor did it correlate with their teaching performance. Qualitative results provide insight into how preservice teachers acquire conceptions of teaching effectiveness and suggest that microteachings in conjunction with concept mapping may help shape preservice music education teachers' understanding of what it means to teach.

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Sandvoll, Ragnhild Sofie. "When intentions meet reality: Consonance and dissonance in teacher approaches to peer assessment." Canadian Journal of Higher Education 44, no. 2 (August 31, 2014): 118–34. http://dx.doi.org/10.47678/cjhe.v44i2.183858.

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This article focuses on teachers’ experiences in implementing peer assessment with first semester students. It explores the relationship between teachers’ conceptions of teaching and their approach to peer assessment, where both conceptions and approaches are described as being either learning focused or content focused. Drawing upon analysis of interviews with eight teachers, the study found that one had a consonant view of the interrelationship between conceptions of teaching and approaches to peer assessment, while the remaining seven described their conceptions of teaching and their approaches to peer assessment with a combination of learning-focused and content-focused statements. These statements are labelled as dissonant. Discussion focuses on implications of consonant and dissonant relationships between conceptions of teaching and approaches to peer assessment for implementation of peer assessment; it also addresses academic development issues. The study reveals that when implementing new methods (here, peer assessment), underlying assumptions will impact on the nature of teacher engagement.

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Zhao, Xiantong, and Yanjuan Hu. "A Phenomenographic Study of Chinese Undergraduates’ Conceptions of Learning in Transnational Programs." SAGE Open 10, no. 3 (July 2020): 215824402095703. http://dx.doi.org/10.1177/2158244020957034.

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Although higher education transnational programs are becoming increasingly prevalent worldwide, little is known about student’s conceptions of learning, which could help to improve the education quality of such programs. This study investigated Chinese undergraduates’ conceptions of learning in programs cooperatively run by Chinese and non-Chinese universities. The research methodology adopted is phenomenography. Data are collected through semi-structured interviews with 30 undergraduates and analyzed following the phenomenographic principles to identify the referential and structural aspects of each conception. Ultimately six main conceptions of learning and four sub-conceptions are identified, namely, learning as increase of new knowledge, memorization with/without understanding, application with/without understanding, making sense of the knowledge acquired, gaining a new perspective to view reality and personal change and growth based on an extensive understanding of learning. Generally speaking, the relationship found between conceptions is hierarchical, yet the sub-conceptions or branches are also notable. The findings not only demonstrate the complexity of Chinese students’ conceptions of university learning under a cross-culture learning and teaching context, but they also point to the possibility of there being something new to discover, even for some familiar and well-established conceptions. The implications and recommendations for future studies are provided in the end.

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Rönkkö, Marja-Leena, and Jaana Lepistö. "Finnish student teachers’ critical conceptions of entrepreneurship education." Journal of Enterprising Communities: People and Places in the Global Economy 9, no. 1 (March 9, 2015): 61–75. http://dx.doi.org/10.1108/jec-03-2013-0003.

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Purpose – The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education? Design/methodology/approach – A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012. Findings – The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules. Originality/value – The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.

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Bahcivan, Eralp. "EXAMINING RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF TEACHING AND LEARNING, SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND SCIENCE TEACHING EFFICACY BELIEFS." Journal of Baltic Science Education 13, no. 6 (December 15, 2014): 870–82. http://dx.doi.org/10.33225/jbse/14.13.870.

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This study was conducted to examine the relationships among pre-service science teachers’ (PSTs’) teaching and learning conceptions, scientific epistemological beliefs and science teaching efficacy beliefs. 310 Turkish PSTs from different regions of the country participated in the study. Three different instruments were validated by confirmatory factor analyses. Structural equation modeling analyses revealed that participants’ constructivist conceptions of teaching and learning promoted sophisticated science related epistemologies. Sophisticated epistemologies, to some extent, also contributed participants’ science teaching efficacy beliefs. Certain assumptions were not supported by the results which pointed out that curricular reform in teacher education system met expectations partly. Implications were presented considering the results. Key words: conceptions of learning and teaching, pre-service science teachers, science teaching efficacy beliefs, scientific epistemological beliefs, structural equation modeling.

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Thatcher, William, and Helen Meyer. "Identifying Initial Conceptions of Engineering and Teaching Engineering." Education Sciences 7, no. 4 (December 7, 2017): 88. http://dx.doi.org/10.3390/educsci7040088.

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Trumbull, Deborah J. "Evolving Conceptions of Teaching: Reflections of One Teacher." Curriculum Inquiry 20, no. 2 (1990): 161. http://dx.doi.org/10.2307/1180124.

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Journal articles on the topic 'Conceptions of teaching'

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