A reconceptualisation of the research into university academics' conceptions of teaching

Kember, David

doi:10.1016/s0959-4752(96)00028-x

Cited by 982 publications

(882 citation statements)

References 20 publications

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“…Situación de confusión que actualmente en buena medida persiste (Jiménez Llanos y Feliciano García; Prieto Navarro, 2007). De estos términos, para nuestros objetivos, nos vamos a centrar en los conceptos de "enfoques" y "concepciones" sobre la enseñanza, debido a la coherencia existentes entre ambos Trigwell y Prosser (1996), en el sentido que le han dado Kember (1997), , Vermunt y Verloop (1999), Kember y Kwan (2000) y Ramsden (2003). Así, entendemos por:…”

Section: Evaluación Y Calidad: Planear Ejecutar Evaluar Ajustarunclassified

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Las prácticas de enseñanza declaradas de los "mejores profesores" de la Universidad de Vigo

Sabucedo

Abellás

Beraza

2014

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[The declared teaching practices of the "best teachers" at the University of Vigo] AbstractThe present article intends to identify, make visible, describe, and explain the teaching practices that the best teachers of the University of Vigo declare to carry out. To do so, the authors have developed a process of research that includes qualitative interviews. Before stating the main conclusions of our research, we wish to explain that the concern of this work was not to do an evaluation of the teaching practices, good or bad, of the University of Vigo professors, but to look for models of good teaching practices. The main conclusion is that, even among the best teachers, the majority of current teaching practices could be classified as the traditional model of teaching in which the teacher and content play a central role. This fact shouldn't be surprising, nor should it cause us to diminish the importance of studying and making visible the teaching practices of good teachers, even if they are less innovative, as this is the best way to stimulate all teachers to improve their teaching practices.

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Section: Evaluación Y Calidad: Planear Ejecutar Evaluar Ajustarunclassified

“…Si de ellas inferimos sus creencias implícitas (Kember, 1997), nos encontramos con una enseñanza "centrada en el profesor/contenido". Estos resultados son coincidentes con otros estudios realizados en nuestro ámbito (Álvarez y otros, 1999b; Gros y Romaña, 2004).…”

Section: Discusión Generalunclassified

Las prácticas de enseñanza declaradas de los "mejores profesores" de la Universidad de Vigo

Sabucedo

Abellás

Beraza

2014

RELIEVE

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“…Research that answers questions of how teachers' beliefs and conceptions of teaching relate to their models of learning environments and the theories of action that influence their practices can serve as a beginning point for creating professional development activities. Kember (1997) argues that research on university academics' conceptions of teaching has suggested that commonalities exist among the theories of action they possess. For example, in the area of science education one may ask whether the specialized language of various science communities influences formation of beliefs that support transmission models of teaching.…”

Section: Discussionmentioning

confidence: 99%

Teaching future K‐8 teachers the language of Newton: A case study of collaboration and change in university physics teaching

Briscoe

Prayaga

2004

Science Education

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This interpretive case study describes a collaborative project involving a physics professor and a science educator. We report what was learned about factors that influenced the professor's development of teaching strategies, alternative to lecture, that were intended to promote prospective teachers' meaningful learning and their use of canonical ways of communicating physics concepts. We describe how the professor's beliefs influenced the pedagogy that he used to communicate the language of physics and the nature of what was communicated. We also report how our collaboration fostered change as we developed a shared language that allowed us to discuss how students learn and to explicate the referent beliefs that supported the professor's practices. We found that focused reflection on referent beliefs led to a change in the manner in which the professor communicated with the prospective teachers. Traditional lecture pedagogy focused the professor's concern on how he was teaching evolved toward a pedagogy that focused on how students were learning. Classroom interactions were increased with a primary goal of orchestrating a discourse of physics initiated in the language already accessible to the prospective teachers. This change in the manner that classroom interactions occurred provided opportunities for the prospective teachers' language to evolve toward eventually communicating their ideas in canonical physics language.

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“…The better development of these abilities, the more we can address complex problems with satisfactory results. Learning to develop critical thinking emphasizes the importance of focusing on learners attempt to actively analyze and solve a variety of problems that exist around including in their learning process; Kember [8] states that a lack of understanding about the teaching of critical thinking has a tendency to not teach or perform an assessment of students' thinking skills. Often the teaching of critical thinking as a means of problem solving, although the ability to solve problems is part of the critical thinking skills [5].…”

Section: Theorymentioning

confidence: 99%

Developing Critical Thinking Skills through School Teacher Training 'Training and Development Personnel' Model and Their Determinants of Success

Slameto¹

2014

IJIET

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Abstract-Critical thinking skills are essential skills for life, work, and function effectively in all other aspects of life. The role of teachers is now more complex than ever; A teacher is an agent of change; Associated with the development of critical thinking, the practice of teaching and learning by teachers in primary schools encourage the achievement of the necessary critical thinking skills. One factor is the lack of understanding of the teachers' teaching methods that can improve critical thinking skills. Therefore need to empower teachers. One model is 'Training and Development Personnel' Model. Purpose of this study was to test the efficiency and effectiveness of the training model and find the determinant factors of teachers' development of critical thinking. This training model was developed through three stages. The training was attended 37 elementary teachers, 17 of them are alumni of SWCU Blended Learning Program. Based on the preliminary study found that primary school teachers perceived the training they have ever attended were not efficient and not effective, have not developed critical thinking skills; After the training model implemented is proven to be efficient and effective; There are 3 models of determinant 1) knowledge elaboration, 2) participation of teachers, and 3) best image result of the critical thinking skills of teachers of SWCU blended learning program.Index Terms-'Training and Development Personnel', efficiency and effectiveness, critical thinking, participation of teachers, knowledge elaboration, good image result.

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A reconceptualisation of the research into university academics' conceptions of teaching

Cited by 982 publications

References 20 publications

Las prácticas de enseñanza declaradas de los "mejores profesores" de la Universidad de Vigo

Las prácticas de enseñanza declaradas de los "mejores profesores" de la Universidad de Vigo

Teaching future K‐8 teachers the language of Newton: A case study of collaboration and change in university physics teaching

Developing Critical Thinking Skills through School Teacher Training 'Training and Development Personnel' Model and Their Determinants of Success

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