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ERIC Number: EJ1111607
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1356-2517
How Do University Teachers Combine Different Approaches to Teaching in a Specific Course? A Qualitative Multi-Case Study
Uiboleht, Kaire; Karm, Mari; Postareff, Liisa
Teaching in Higher Education, v21 n7 p854-869 2016
Teaching approaches in higher education are at the general level well researched and have identified not only the two broad categories of content-focused and learning-focused approaches to teaching but also consonance and dissonance between the aspects of teaching. Consonance means that theoretically coherent teaching practices are employed, but dissonance occurs when two broad approaches are combined. Previous studies researched teaching approaches at the general level, whereas the present study, researched approaches to teaching at the course level. Three university teachers were interviewed in depth about their teaching approach to one particular course. Data were analyzed using qualitative content analysis. While previous studies have found that dissonance occurs between different aspects of teaching, this multi-case study revealed that dissonance can also be found within a single aspect. The present study suggests that neither content- nor learning-focused approaches to teaching are mutually exclusive and therefore may co-exist in individual teachers' practices.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Estonia
Grant or Contract Numbers: N/A