Secondary teachers’ conceptions of teaching and learning


Autoria(s): Boulton-Lewis, Gillian M.; Smith, David J.; McCrindle, Andrea R.; Burnett, Paul; Campbell, Karyl
Data(s)

01/02/2001

Resumo

This paper presents a phenomenographic analysis of the conceptions of teaching and learning held by a sample of 16 secondary school teachers in two Australian schools. It provides descriptions of four categories, derived from pooled data, of the ways in which these teachers thought about teaching and about learning, their teaching strategies, and their focus on student or content. The categories for teaching and learning are described with each teacher allocated to the category most typical of their conceptions of teaching and of learning. The lack of congruence, in some cases, between the conceptions of teaching and of learning held by these teachers is discussed.

Identificador

http://eprints.qut.edu.au/26848/

Publicador

Elsevier

Relação

DOI:10.1016/S0959-4752(00)00014-1

Boulton-Lewis, Gillian M., Smith, David J., McCrindle, Andrea R., Burnett, Paul, & Campbell, Karyl (2001) Secondary teachers’ conceptions of teaching and learning. Learning and Instruction, 11(1), pp. 35-51.

Direitos

Copyright 2001 Elsevier

Fonte

Division of Research and Commercialisation; Faculty of Built Environment and Engineering; Faculty of Education; Faculty of Health

Palavras-Chave #130106 Secondary Education #Teaching and learning conceptions #Phenomenographic analysis #Educational Content
Tipo

Journal Article