A phenomenographic study of academics' conceptions of science learning and teaching

Prosser, Michael; Trigwell, Keith; Taylor, Philip H.

doi:10.1016/0959-4752(94)90024-8

Cited by 339 publications

(221 citation statements)

References 13 publications

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“…These habitual patterns of teaching are connected with teachers' mental models of teaching ("craft knowledge" or "practical knowledge", see Beijaard & Verloop, 1996;Prosser et al, 1994) and with their teaching orientations. If teachers employ a teaching strategy with some consistency, one may speak of a teaching style.…”

Section: Teacher-regulation Strategiesmentioning

confidence: 99%

Congruence and friction between learning and teaching

Vermunt

Verloop

1999

Learning and Instruction

632

517

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Theories of learning and theories of teaching often originate and operate independently from one another. This article attempts to contribute to the integration of the two types of theories. First, the cognitive, affective and regulative activities students use to learn are analyzed. Next, different ways in which teachers can regulate the learning and thinking activities of students are discussed, as well as the teaching strategies they can use for that aim. The third part focuses on different ways in which student-regulation and teacher-regulation of learning act upon one another. Congruence and friction between these modes of control are discussed. From this interplay implications are derived for process-oriented teaching, aimed at promoting congruence and constructive friction, avoiding destructive friction and reducing the gap between learning and teaching.

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Section: Teacher-regulation Strategiesmentioning

confidence: 99%

Congruence and friction between learning and teaching

Vermunt

Verloop

1999

Learning and Instruction

632

517

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“…En una investigación llevada a cabo por Prosser, Trigwell y Taylor (1994) sobre las concepciones que el profesorado universitario de ciencias tenía sobre la docencia, se encontraron seis tipos de creencias: 1. La enseñanza como transmisión de los conceptos fijados en la guía docente; 2.…”

Section: Concepciones De La Enseñanzaunclassified

Identidades profesionales, concepciones de enseñanza-aprendizaje y estrategias docentes del profesorado universitario

Rodríguez

Botía

2015

REDU

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ResumenLa identidad del profesorado universitario y sus creencias acerca de la profesión se perfilan en el desempeño de dos de sus funciones principales: investigación y docencia. El desajuste que existe entre ellas y el predominio de la investigación sobre la docencia, motiva que el avance hacia nuevas concepciones de la enseñanza y el aprendizaje sea lento y complejo. Existen numerosas investigaciones, a lo largo de las dos últimas décadas, que muestran la existencia de diferencias en las creencias que tiene el profesorado universitario sobre la enseñanza, las estrategias docentes que desarrollan y Academics' identity as teachers: towards the Scholarship of Teaching and Learning. Katia Caballero Antonio BolívarUniversidad de Granada (España) AbstractAcademic identity of university teachers and their beliefs about professional practice are outlined in the performance of two of its main functions: research and teaching. The imbalance between them and the prevalence of research on teaching, motivating the move towards new conceptions of teaching and learning is slow and complex. Here are many research, over the past two decades, showing the existence of differences in belief held by undergraduate faculty about teaching, teaching strategies and developing ways of understanding learning. Thus, there are two basic REDU. Revista de Docencia Universitaria, enero -abril 2015, 13 (1), 57-77

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“…Prosser, Trigwell and Taylor 1994). The outcome of phenomenography is the identification of a limited 9 number of ways in which an individual experiences a phenomenon each of which forms a 'categories of description'.…”

Section: Design and Methodsmentioning

confidence: 99%

“…A large body of research in relation to teaching in higher education has focused upon teachers' conceptions of teaching (Gow and Kember 1990;Prosser, Trigwell and Taylor 1994;Samuelowicz and Bain 1992). In a review of the conceptions of teaching Kember (1997) found a high level of agreement between studies and as a consequence identified two main conceptual categories: teacher-centred/contentorientated and student-centred/learning-orientated.…”

Section: Introductionmentioning

confidence: 99%

“…Teachers with a student-centred, learning-oriented conception would consider knowledge as something that is socially constructed and they would have a 6 commitment to facilitating students to hold a personal, reasoned interpretation of a phenomenon . In their work with science lecturers, Prosser, Trigwell and Taylor (1994) defined the most complex conception of teaching as being focused upon the development of the students' view of the world or conceptions of the subject matter. The following extract from a participant in their study illustrates how teaching from this perspective was based upon encouraging students to see how knowledge is constructed from a scientific perspective:…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The challenges for new academics in adopting student-centred approaches to teaching

Sadler

2012

Studies in Higher Education

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The current article provides a perspective on the day-to-day challenges that a group of new teachers experienced as they adopted more student-centred approaches to teaching. Three semi-structured interviews were conducted over two years with eleven new teachers from a range of higher education institutions and subject disciplines. The analysis used case studies, alongside a search for common themes, to provide fine-grained insights into the teachers' development. A main finding was that in using approaches that more actively involved the students, the teachers described challenges specific to their local contexts. In particular, the idiosyncrasy of the topic being taught was a key factor. The second finding was that regardless of the conception of teaching held, all teachers described challenges in translating this way of thinking into practice. Such data provide a useful resource for academic developers to open dialogue with new academics about the challenges they face in developing as teachers.3

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A phenomenographic study of academics' conceptions of science learning and teaching

Cited by 339 publications

References 13 publications

Congruence and friction between learning and teaching

Congruence and friction between learning and teaching

Identidades profesionales, concepciones de enseñanza-aprendizaje y estrategias docentes del profesorado universitario

The challenges for new academics in adopting student-centred approaches to teaching

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