This study aims at identifying the teaching approaches and conceptions undertaken by faculty throughout their professional careers. Taking into consideration the phenomenographic research, but from a mixed-method research design, our analysis shows great variability in the ways professors express and understand their experiences and conceptions about teaching. They can be classified in: imparting knowledge, motivating students, developing skills and changing students' conceptions, or a combination of these. Categories are ordered from a higher to lower comprehension of teaching, and are progressive and inclusive. Teaching approaches are not related to age, experience, discipline or appointment, although there are some similarities among groups. © RELIEVE.
|Journal||RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa|
|Publication status||Published - 1 Nov 2010|
- Approaches to teaching
- Professional development
- Teaching conceptions
- University teachers