Secondary teachers’ conceptions of teaching and learning

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.

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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.

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59 citations in Scopus
37 citations in Web of Science®
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ID Code: 26848
Item Type: Journal Article
Refereed: Yes
Keywords: Teaching and learning conceptions, Phenomenographic analysis, Educational Content
DOI: 10.1016/S0959-4752(00)00014-1
ISSN: 0959-4752
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Divisions: Current > QUT Faculties and Divisions > Division of Research and Commercialisation
Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Current > QUT Faculties and Divisions > Faculty of Education
Current > QUT Faculties and Divisions > Faculty of Health
Copyright Owner: Copyright 2001 Elsevier
Deposited On: 17 Aug 2009 21:52
Last Modified: 08 Jun 2010 15:54

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