NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ911724
Record Type: Journal
Publication Date: 2011-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1356-2517
Extending Research on "Conceptions of Teaching": Commonalities and Differences in Recent Investigations
Gonzalez, Carlos
Teaching in Higher Education, v16 n1 p65-80 Feb 2011
There is a significant body of research on conceptions of teaching. However, newer studies have reported facets of teaching which did not emerge in previous research. This has lead to claims that there may be still much to learn about university teachers' conceptions of teaching. In this line, the present study is aimed at exploring, from a phenomenographic perspective, conceptions of teaching in a multidisciplinary sample of university teachers. The focus was on undergraduate courses. Results obtained extended prior investigations by: (1) providing further empirical support to the "teacher-focused/student-focused" framework for analysing conceptions of teaching; (2) presenting a new dimension of variation and extending prior knowledge on them; and (3) providing further empirical support for conceptualising conceptions of teaching as "related" in a hierarchy where lower level conceptions are included in the higher level ones. (Contains 3 tables.)
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 - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A