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ERIC Number: EJ861402
Record Type: Journal
Publication Date: 2009-Nov
Pages: 22
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0020-4277
Graduate Students' Conceptions of University Teaching and Learning: Formation for Change
Saroyan, Alenoush; Dagenais, Joyce; Zhou, Yanfei
Instructional Science: An International Journal of the Learning Sciences, v37 n6 p579-600 Nov 2009
The paper introduces a framework concerning conceptions of teaching and learning of advanced graduate students and the trajectory of change in their conceptions following a formal course on course design and teaching. Students were enrolled in six sections of this graduate course, two offered in a 6-week format and 4 in a 13-week format. The courses were taught by three different instructors. Data were obtained from 88 doctoral students before and after the course using four questions pertaining to the meaning of effective teaching, effective learning, role of the teacher, and role of the learner. Using an open coding procedure, four conceptions were identified. These were transmitting knowledge, preparing context/managing instruction, promoting course learning, and promoting life-long learning. The generalized linear model procedure was used to conduct within and between group pre and post course comparisons. Overall, there was a significant change in response frequency ratios in all four categories across all courses, indicating a decrease in the responses in the first two categories and an increase in the frequency of responses in the last two categories. No significant differences were attributed to course type or instructor.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A