Analyzing Higher Education Teachers’ Learning-Teaching Conceptions With a Model of Student Thinking

• In Event: Poster Session 2
  In Poster Session: Analyzing In-Service and Preservice Teachers’ Knowledge, Identities, and Agency

Abstract

Studies into student thinking and teacher thinking often use different approaches and terminologies, as if both parties do not interact on a daily basis. The purpose of this study is to examine whether the knowledge gained from the large body of evidence concerning student thinking can be used to illuminate teacher thinking in a way that clarifies unexamined misunderstandings that can frustrate learning and teaching. In the current study the views of 43 higher education teachers are analysed using a developmental model of students’ learning and teaching conceptions. The results of this study show that teachers describe their views on learning and teaching from the same standpoint students do, only differing in the role each player fulfils.

Authors

• Erik Jan Van Rossum, Hotelschool the Hague

• Rebecca N. Hamer, International Baccalaureate