Teaching approaches and conceptions taken by University Faculty

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13 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)1-27
JournalRELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa
Volume16
Issue number2
Publication statusPublished - 1 Nov 2010

Keywords

  • Academics
  • Approaches to teaching
  • Professional development
  • Teaching conceptions
  • University teachers

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