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ERIC Number: EJ816755
Record Type: Journal
Publication Date: 2008-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1356-2517
A Phenomenographic Approach to Developing Academics' Understanding of the Nature of Teaching and Learning
Akerlind, Gerlese S.
Teaching in Higher Education, v13 n6 p633-644 Dec 2008
Phenomenography is best known as an empirical research approach for investigating variation in conceptions of different educational phenomena--including learning, teaching and particular disciplinary concepts such as price in economics and motion in physics. It is less well-known for its theoretical basis, in terms of its epistemological and ontological claims (Marton and Booth 1997), and the variation theory of learning that has developed out of phenomenographic research and theory (Marton and Tsui 2004). This paper discusses what "conception" and "conceptual development" mean from a phenomenographic perspective and how phenomenography and variation theory can be combined with empirical research on academics' conceptions of teaching to inform the design of a postgraduate course for academics, aimed at the development of academics' understanding of the nature of teaching and learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A