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Conceptions of teaching and their relationship to student learning


Gow, L and Kember, D, Conceptions of teaching and their relationship to student learning, British Journal of Educational Psychology ISSN 0007-0998 (1993) [Refereed Article]

DOI: doi:10.1111/j.2044-8279.1993.tb01039.x


It is now well established that students can hold differing, but readily identifiable, conceptions of learning. This study attempted to discover whether parallel conceptions of teaching can be identified and, if so, whether they are related to student learning outcomes. Initial investigation was through semi‐structured interviews with lecturers at a polytechnic. Constructs identified from the interview transcript were transformed into scales for a questionnaire. Different sets of polytechnic lecturers responded to trial and final versions of the questionnaire. Analysis of the final version of the questionnaire identified two main orientations to teaching learning facilitation and knowledge transmission made up of five and four subscales respectively. Mean scores for the two orientations were then computed for 16 departments in two institutions. The departmental scores were found to correlate with data on student learning from longitudinal surveys employing repeated applications of the Study Process Questionnaire. Departments with high scores on knowledge transmission discouraged students from adopting a deep approach to study. Departments in which learning facilitation predominated seemed less likely to induce surface approaches.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Curriculum and pedagogy theory and development
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Kember, D (Professor David Kember)
ID Code:130106
Year Published:1993
Web of Science® Times Cited:203
Deposited By:Education
Deposited On:2019-01-10
Last Modified:2019-01-10

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