University of Tasmania
Browse

File(s) not publicly available

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

journal contribution
posted on 2023-05-19, 22:47 authored by David KemberDavid Kember
Articles about the conceptions of teaching of university academics are reviewed. There is found to be a high level of correspondence between largely independent studies reported in 13 articles. An attempt to synthesise the body of research places conceptions under two broad orientations characterised as teacher-centred/content-oriented and student-centred/learning-oriented. Each orientation has two associated conceptions. A transitionary category, labelled student-teacher interaction, links the two orientations. The five conceptions beneath the orientations are visualised as well-defined points within a continuum, and there is some evidence of lecturers shifting beliefs across the spectrum over time. Teaching conceptions have been shown to be related to measures of the quality of student learning, so are modelled as influencing teaching approaches which in turn effect student learning approaches and learning outcomes. It is argued that measures to enhance the quality of teaching should take account of teaching conceptions if they are to be effective, as teaching approaches are strongly influenced by the underlying beliefs of the teacher.

History

Publication title

Learning and Instruction

Volume

7

Pagination

255-275

ISSN

0959-4752

Department/School

Faculty of Education

Publisher

Pergamon-Elsevier Science Ltd

Place of publication

The Boulevard, Langford Lane, Kidlington, Oxford, England, Ox5 1Gb

Repository Status

  • Restricted

Socio-economic Objectives

Teacher and instructor development

Usage metrics

    University Of Tasmania

    Exports

    RefWorks
    BibTeX
    Ref. manager
    Endnote
    DataCite
    NLM
    DC