Lecturers’ Approaches to Teaching and their Relationship to Conceptions of Good Teaching

Kember, David; Kwan, Kam‐por

doi:10.1007/978-94-010-0593-7_10

Cited by 275 publications

(353 citation statements)

References 13 publications

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“…Our findings could inform teachers about the features of their students' conceptions of learning in order to promote awareness concerning the impact of conceptions of learning on academic success in relation to gender differences. Actual literature shows how teaching approaches of teachers affect students' learning approaches and thus students' academic performance (Gibbs & Coffey, 2004;Kember & Kwan, 2000). Then, more specific in recommendations for teaching could be considered in the perspective to contribute to the success of males.…”

Section: Research and Practical Implicationsmentioning

confidence: 99%

University students’ conceptions of learning across multiple domains

2017

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2University students' conceptions of learning across multiple domains AbstractResearch on students' conceptions of learning is a growing and complex area of interest in the field of psychology of education. Even though much of the investigation addressed to explore conceptions of learning at the university level, still less research has considered how naïve (i.e.'learning as reduction of deficit knowledge through individual effort') and sophisticated (i.e. 'learning as opportunity and self-efficacy') conceptions of learning are related to personal and contextual factors. This research investigated how gender, academic area, and level of study influence university students' conceptions of learning. 346 university students participated in the study. They were either from humanities (240) or technical-scientific (106) areas of study and they were attending either a Bachelor (140) or Master's degree (206) course. Conceptions of learning were explored using a self-report instrument (LCQ: Learning Conceptions Questionnaire). A MANOVA revealed that females show conceptions of learning more related to social and motivational aspects of learning with a greater personal involvement, compared with males. No typical pattern of conceptions of learning was found for humanities students or for technicalscientific students. Increasing with the level of study, students showed both naïve and sophisticated conceptions of learning increased, since both 'learning as reduction of deficit knowledge through individual effort' and 'learning as opportunities and self-efficacy' were more likely. Implications of these results and future lines of research will be discussed.

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Section: Research and Practical Implicationsmentioning

confidence: 99%

University students’ conceptions of learning across multiple domains

2017

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“…Teachers can, for example, adhere to a content-centred or a learningcentred approach to teaching (Kember & Kwan, 2000). If beginning teachers lack a frame of reference regarding what a teacher should know and do, this makes it difficult for them to position themselves as teachers towards a certain curriculum within the school.…”

Section: Experiencing Difficulties Regarding Approaches To Teachingmentioning

confidence: 99%

Professional identity tensions of beginning teachers

Pillen

Beijaard

Brok

2013

Teachers and Teaching

174

141

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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

“…Consecuentemente, nuestro estudio sólo ilumina la "mitad de la historia" (lo que se dice sobre la enseñanza, que puede ser muy distinto de lo que realmente se hace). No obstante, este tipo de estudio ayuda a comprender el proceso de enseñanza y es planamente válido como lo pone de manifiesto la amplitud de estudios (Kember, 1977;Pratt, 1992;Samuelowicz y Bain, 1992;Kember y Kwan, 2000;Kember, Kwan y Ledesma, 2001;Kane, Sandretto y Health, 2002, entre otros) f) Finalmente, creemos que los resultados de este estudio deben, por una parte, contrastarse con lo que realmente hacen los profesores. Es decir, con sus "prácticas observadas".…”

Section: Discusión Generalunclassified

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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Lecturers’ Approaches to Teaching and their Relationship to Conceptions of Good Teaching

Cited by 275 publications

References 13 publications

University students’ conceptions of learning across multiple domains

University students’ conceptions of learning across multiple domains

Professional identity tensions of beginning teachers

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

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