Conceptions Of Teaching Research Articles

Examining students’ learning experiences in hybrid environments

In the aftermath of the pandemic, a generation of students who are comfortable with learning online and prefer having the autonomy to decide how they want to learn – in-person or remotely – has emerged. Hybrid learning, where teaching instruction is given to students in different spatial settings at the same time, is a modality that has the potential to deliver stimulating learning experiences to support diverse learning needs. The experiences in various forms of learning – in-person, fully online and hybrid – have exposed students to various modalities of learning and access to resources. However, the absence of physical presence and the lack of feedback from remote students has caused lecturers to be uncertain of the effectiveness of hybrid lectures and tutorials. Thus, understanding students’ learning and their considerations when determining their preferred modality will provide lecturers with clear strategies for supporting students. This qualitative study aims to examine students' learning experiences in a research-intensive public University in New Zealand university. The study was guided by the following questions: (i) What are students’ perceptions of learning in a hybrid environment?; and (ii) How do students learn in hybrid environments? In-depth interviews with 15 students who have experienced hybrid education in a research-intensive public university in New Zealand was conducted using a descriptive case study. Three categories that described students’ considerations and dispositions towards learning in hybrid environments, and how various conditions and resources within their learning environment influenced their behaviours emerged. Preliminary findings found that students’ dispositions towards learning were critical factors that contribute towards their behaviours in a hybrid environment. Unlike traditional conceptions of teaching and learning, hybrid education requires students to be active participants in their learning and take charge of their own learning in aspects such as deciding how they best learn. Despite minimal social and physical interaction with lecturers and their peers, students found hybrid learning to be effective. Interviews with students who had experienced hybrid education highlighted perspectives that differed from previous studies. Remote students showed willing and drive to excel in their studies despite being disconnected from their peers in the physical spaces, and did not feel that they had less of a learning experience. This finding echoes that of Zhong et al., where social presence was not found to be significantly related to learning persistence. Students found having immediate access to information and lecturers to be more important than whether they could communicate and interact with other in-person classmates. The study recommends strategies lecturers can employ to improve teaching practices in hybrid environments. This includes ensuring all materials are digitally captured synchronously and having a student partner to monitor questions or teaching assistant to address questions the chatroom will help remote students greatly. Further analysis of the current data will take a closer look at how students’ dispositions play a part in students’ engagement levels and their behaviours in hybrid environments.

The impact of second language teacher education on the development of pre-service teachers’ pedagogical beliefs

The current study explores the impact of second language teacher education (SLTE) on the development of the pedagogic beliefs held by fifty student-teachers enrolled in a public university in central Mexico. Specifically, the research investigates the extent to which conceptions of effective teaching changed, or didn’t, over the course of a four-year BA. Repertory grid interviews were used as the primary method of data collection. The repertory grid technique is the best known of several data solicitation instruments associated with the field of personal construct psychology. Data was subjected to both qualitative and quantitative inspection, including an assessment of cognitive complexity and principal component analyses. Results suggest that the participants who were SLTE students did not appear to significantly change their pedagogic beliefs over the course of the educational intervention. However, graduates of the SLTE program were found to hold significantly different kinds of pedagogical beliefs than the participants still enrolled in the BA, particularly in terms of their beliefs about reflection, student autonomy, and student-centeredness. This suggests that with time, internalized learnings from the program may have an opportunity to come to the fore and positively impact teacher practice.

An Investigation of Physical Education Teachers’ Teaching-Learning Conceptions and Professional Satisfaction Levels

Abstract Introduction: The level of professional satisfaction in teachers is an important issue in terms of high work motivation and employee performance. In addition, high professional satisfaction is a factor that contributes to teachers’ more positive approach to the education process. Methods: This study aims to examine the teaching-learning conceptions and professional satisfaction levels of physical education teachers. A total of 310 physical education teachers, 129 female and 181 male, working in primary and high schools participated in the study. A relational scanning model was used in this research. The Teaching and Learning Conceptions Scale and Minnesota Job Satisfaction Scale were used as data collection tools. Results: It has been observed that there is a positive relationship between teachers’ understanding of teaching-learning and their level of professional satisfaction. Discussion: The constructivist understanding levels of the teachers participating in the research regarding the teaching-learning process were high, while their traditional understanding levels were below the medium level. Limitations: This research was limited to 310 physical education teachers working at different education levels. Conclusions: It can be said that the teaching-learning understanding of physical education teachers is a determinant of professional satisfaction.

Parents' use of sustained shared thinking during joint mathematics activities with young children: Aninvestigation of its measurement, antecedents, and outcomes.

There is currently a dearth of tools to assess parents' use of effective interactive strategies for supporting early mathematics learning. One potential such strategy is sustained shared thinking. This study therefore constructed and validated a scale for measuring parents' use of sustained shared thinking during joint mathematics activities with young children, and examined its antecedents and outcomes. Four hundred and sixty-six parents completed a questionnaire about their conceptions of mathematics teaching and learning, home practices, as well as their kindergarten children's approach and avoidance motivation to learn mathematics. Additionally, the children were tested on numeration skills. Results showed that our new scale has three factors: exchanging ideas with children about mathematical problem-solving processes, creating a child-centred atmosphere for mathematics learning, and engaging children in mathematical thinking. Parents' uses of these three strategies were predicted by their constructivist conception of mathematics teaching and learning, and were differentially associated with the children's numeration skills, approach, and avoidance motivation to learn mathematics. Potential uses of our new scale in future home mathematics environment research are discussed.

Students Can Identify Quality Teachers, but can They Distinguish Between Dimensions of Quality Teaching? a Comparative Analysis of the Structure Behind the Tripod Survey

ABSTRACT Student perception surveys are prominent and pervasive tools for teacher appraisal and feedback across international contexts, buoyed by the strong relationship between higher student ratings of teachers and additional measures of teacher effectiveness. Yet, there is disagreement and conflicting evidence regarding the underlying structure of student perception survey instruments, including whether students distinguish multiple dimensions of teaching or form more general impressions (or unidimensional conceptions) of teaching. This study examined the structure of the Tripod student survey in Australian schools using a competing model analysis of different survey structures and examination of discriminant validity to identify the best model fit. Findings challenge the purported Tripod model structure and raise larger questions regarding elements of teaching that students distinguish via student perception surveys. Implications for the use of and continued research on student perception surveys, including those originating in other countries, are discussed.

‘You should not be that good in week three:’ what can Strictly Come Dancing tell us about feedback and performativity in UK education policy?

The past decades have seen a plethora of TV reality talent shows emerge. The viewing population likes nothing more than seeing a ‘class’ of bakers, sewers, potters or dancers develop their skills and face the scrutiny of judges before being whittled down to a winner. The popularity of these shows says something about the national psyche but, aside from the entertainment value, may also carry conceptions of teaching, learning, assessment and feedback. By applying a metalinguistic thematic analysis to judges’ feedback, this paper seeks to examine how one UK show in particular, ‘ Strictly Come Dancing,’ presents feedback and, using a feedback framework, how this is understood. This feedback framework is notable for the links made to self-regulation, an area that continues to influence UK education policy. This paper will argue that when popular TV shows such as Strictly Come Dancing are viewed through a pedagogical lens, they reveal models of feedback which are not necessarily valued. Furthermore, analysis reveals the spectacle of normalised and broader educational neoliberalism policy reflected back at us.

Preservice physical education teachers’ perceptions of initial teacher education

The purpose of this study was to investigate preservice physical education teachers’ perceptions of initial teacher education and its impact on their professional lives and teachers’ identities at the end of their school placement. It was also the aim of this study to identify school placement contributing factors and key actors in the formation of professional identities. The sample was composed of 272 preservice teachers in their final year of the master's in teaching physical education at a Portuguese university. We collected data through a questionnaire that included closed- and open-ended questions regarding six aspects of the teaching profession and initial teacher education: agents of training; components of teacher education; roles of teachers; motivation for teaching; conceptions of teaching and learning; and changes experienced during this period. Quantitative data were statistically analysed for measures of central tendency, and the responses to the open-ended question were analysed through thematic content analysis. The findings revealed: that preservice teachers considered the cooperating teacher to be the most important agent of training; that the teaching practicum experience was the most important component of teacher education; that delivering universal values was an essential role of teachers; that they had an intrinsic motivation for teaching; that they perceived a constructivist approach to teaching; and that the most meaningful change they experienced during their education was an improvement in soft skills. With the results, we conclude that professional socialisation influenced how the participants performed as teachers.

Enhancing education: the role and perceptions of assistant teachers in South African secondary schools

The concept of Assistant Teachers is new in South Africa. This concept was brought to South Africa during the COVID-19 pandemic. The introduction of assistant teachers in South Africa was an intervention in teaching and learning and in curbing youth unemployment. The assistant teachers are viewed as strangers in a school setting. Teachers and learners need to figure out their roles. South African teachers need assistance in classrooms to provide high standards of education. Using a qualitative research method, the study investigated the perceptions of principals, teachers, and learners of assistant teachers in secondary schools at Maleboho Central Circuit, Capricorn District, in Limpopo Province. The study used purposive sampling as a non-probability sampling technique procedure to select participants. The study sample comprised six learners, six teachers and three principals from three schools. Data were collected through interviews and document analysis. Collected data were analysed thematically. The study found that the presence of assistant teachers in a classroom has been documented as an asset to teachers. The assistant teachers play essential roles in the school. They manage and provide their skills in different departments of the school. Assistant teachers also learn and develop themselves into productive members of the school. Assistant teachers seemed to increase learners' enthusiasm for their academics. The study may assist the Department of Basic Education in providing the necessary support for having assistant teachers in respective schools.

Exploring professional development of teachers in Turkish private schools

ABSTRACT Globalization has significantly influenced education through privatization and marketization, while the concept of teachers as lifelong learners has gained prominence in educational policies. Alongside this trend, a rise in the number of private schools appears to be occurring both globally and in Turkey. This study explores these trends by examining teachers’ experiences and perspectives on professional development in Turkish private primary schools. Considering the context of private schools in Turkey, this study aims to explore teachers’ experiences and thoughts about professional development in Turkish private primary schools. Using a qualitative research design, data was gathered through interviews with teachers, administrators, and professional development providers. The findings reveal that professional development in private schools is closely tied to the goal of maintaining a qualified workforce. Moreover, the study highlights that professional development is tailored to each school’s specific context and is often used as a tool to increase profitability.

Factors affecting teacher-student interactions in a foreign language teaching class: a language socialisation theory perspective

The study explored teacher–student interactions in foreign language teaching classes in China, aiming to identify ways to improve these interactions. Data were collected through 180 min of unstructured observations in two teaching classes. The study found that the frequency of interactions varied among teachers. After analysing the data with a language socialisation theory, the study revealed the factors that affected teacher–student interactions in foreign language classes in China: firstly, the concept of an equal teacher–student relationship is the precondition of teacher–student interactions; secondly, paying attention to both language acquisition and culture acquisition is the foundation of teacher–student interactions; thirdly, a good English acquisition context is one of the critical elements of conducting teacher−student interactions. The study delivered suggestions to promote teacher–student interactions based on English education in China. As there are many similarities in the English education policy and pedagogy between countries in Asia, the findings of the current study can be referenced by other Asian countries as well.

가르침에 대한 중국 유아교사의 개념도 분석

This study aimed to analyze the teaching concepts of Chinese early childhood teachers using concept map analysis. Twelve teachers were selected to generate and categorize focus statements, while 110 teachers rated the importance of these concepts. The analysis revealed 52 key statements, categorized into dimensions of ‘Essence-Method’ and ‘Content-Relation’ and further grouped into seven types, including ‘teacher's planning and practice,’ ‘children's learning,’ ‘interaction with learning,’ ‘environmental support,’ ‘teacher's guidance,’ ‘variety based on standards,’ and ‘sustaining children's interest.’ The study found that ‘sustaining children's interest’ concepts were rated as highly important, while ‘teacher's planning and practice’ concepts were considered less significant. These findings provide a comprehensive and in-depth understanding of the current perceptions of teaching among Chinese early childhood teachers and offer insights for teachers to reflect on their educational practices.

The Importance Characteristics for Veterinary Workplace Clinical Training (WCT) in a Distributive Curriculum, from the Perspectives of Students, Academics, and Clinical Supervisors.

Veterinary students, academics, and clinical supervisors are likely to have different perspectives on what it takes to be prepared for workplace clinical training (WCT). Differing expectations could confuse students if they receive conflicting messages about the skills and attributes to which they should aspire. Furthermore, they may struggle to engage with the affordances that workplaces provide for learning if unprepared. Using a survey, we ranked 91 preparedness characteristics and seven preparedness themes for WCT for importance, according to clinical supervisors, academics, and final-year veterinary students before and after undergoing WCT in a UK veterinary school employing a distributive model of WCT. Statistical analyses were used to determine 1) rank alignment and 2) significant differences in characteristic and theme rank among groups. The correlation among characteristic rankings was strongest between students and clinical supervisors, and weakest between clinical supervisors and academics. Honesty, integrity and dependability was the most important characteristic for students and clinical supervisors, whereas students' awareness that perfection is not expected was the most important characteristic for academics. The "knowledge" theme was ranked as significantly more important for academics compared to students pre-WCT. Therefore, differences in the expectations of students starting WCT have been demonstrated in this study. As the educational setting transitions from "classroom to clinic", academics and students must adapt their notions of preparedness to align with conceptions of learning and teaching in the workplace, while supervisors should be mindful of students' pre-existing expectations. Continuous communication and expectation alignment are necessary for a cohesive curriculum strategy.

Conceptual dimensions of conceptions of teaching problem-solving

AbstractStudies over the past three decades have shown the alignment between teachers' conceptions and approaches to teaching. However, little attention has been given to exploring skill-oriented teaching conceptions and approaches, such as problem-solving (PS). Although teachers' views, beliefs, and understanding of problem-solving have been studied to a certain extent, there has not been a common conceptual ground to study the conceptions of teaching problem-solving in a wider and multidisciplinary context. Therefore, this review article aims to assemble and provide conceptual clarity to the elements teaching problem-solving might constitute to create the foundation for future study. Positing that the way teachers conceive ‘problem’ in instruction, the process of problem-solving, and their role inform the approaches they take to teach PS, this paper provides conceptual grounding and reasoning of each element. To conclude, the paper might be a valuable resource for scholars starting to examine the same topic, as it provides overviews of seminal papers and essential insights into the topic, demonstrating the importance of studying conceptions of teaching problem-solving.

Teachers’ experiences of being unsettled within their relationships with parents: Shifting professional knowledge landscapes

In this study, we focus on exploring teachers' stories of their relationships with parents in times of digital communication. Employing the concept of teachers' professional knowledge landscape, we inquire into Finnish teachers' experiences with WILMA, a digital system used for teacher-parent communication in Finland. We discuss how teachers' experiences shaped by WILMA may disrupt their stories to live by, their identities, in relation with parents. Furthermore, teachers' stories suggest a problem for consideration in teacher education. What is called for are re-imagined ways for parents and teachers to collaborate, thus composing new partnerships on changing landscapes.

Effects of Teaching Aids on Student's Motivation in Teaching and Learning Mathematics in Day Secondary Schools, Rwanda: A Case of Rusizi District

The research investigated the effects of teaching aids on students' motivation to learn mathematics in day secondary schools in Rusizi districts. Specifically, the study identified the teaching aids that motivate students to learn mathematics in day secondary school in Rusizi districts, Rwanda, evaluated the level of student performance toward the use of teaching aids in learning mathematics in day secondary school in Rusizi districts, Rwanda, and examined the effects of using teaching aids and students' motivation to learn mathematics in day secondary school in Rusizi district, Rwanda. The population in this study consisted of 100 mathematics teachers with a sample size of 57 respondents, 50 head teachers, whose sample size is 28 respondents, and 162 students with a sample size of 67 respondents, with 175 as samples. To triangulate the data, primary sources were acquired utilizing questionnaires, interviews, and observation methods. To generate a sample population, the researcher used purposive sampling techniques to choose mathematics teachers and simple random sampling to choose students and headteachers. In data gathering and analysis, the study used both quantitative and qualitative methodologies in tandem. Content analysis aided qualitative data analysis, while quantitative data was presented using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis) in the statistical package for social sciences. For the first objective, results indicate that 59.9% strongly agreed that the use of Geoboards in teaching indicates that they are being used as teaching aids. 96.6% strongly agreed that the use of algebra tiles in teaching and learning mathematics is indicated by the use of teaching aids, and 93.3% strongly agreed that the use of concrete materials in teaching and learning by teachers and students indicates that they are using teaching aids. 77.5% strongly agreed that place value blocks to teach numerical concepts for teachers are mathematics teaching aids. For the second objective, 84.3% strongly agreed that national examination results indicate their mathematics academic performance, 88.8% strongly agreed that homework completion indicates their mathematics academic performance, 67.4% strongly agreed that improved class participation indicates their mathematics academic performance, and 83.7% strongly agreed that the number of students above pass marks indicates their mathematics academic performance. Finally The study objective three revealed that the correlation and regression results established the existence of a positive correlation among the effects of using teaching aids and students’ motivation to learn mathematics in day secondary school in Rusizi district, Rwanda, where the Pearson's p-value and significance were justified by p-values less than 0.05, and the research results evidenced a positive correlation between the use of teaching aids and students' motivation to learn mathematics in day secondary school in Rusizi district, Rwanda. The study recommended that the government of Rwanda should allocate more instructional materials and training of mathematics teachers to enhance the use of the teaching aids in teaching and learning activities in Rwanda.

Conceptualisation of professional digital competence for school leaders in schools with 1:1 coverage of digital devices

As societies are increasingly digitalised, digital competences are required—for citizens in general and within professions. In education, professional digital competence (PDC) for teachers has been on the research agenda for years. However, less is known about what constitutes PDC for school leaders. This paper adopts a qualitative approach to explore what constitutes school leaders' PDC. It builds on previous studies of concepts of teachers’ PDC, digital transformations in education, and school leadership, supplemented by findings from two empirical studies on school leadership in schools with 1:1 coverage of digital devices. Based on this, the paper presents an initial conceptualisation of PDC for school leaders, illustrating how digital technologies impact both administrative and pedagogical leadership. The paper has merits for the research community interested in school leadership, digitalisation, professional digital competence, education, and schools.

Climate Change, Sustainability, and Education: Conceptions of Teachers of Geography in England

Drawing upon a survey of teachers in England conducted by the UCL Centre for Climate Change and Sustainability Education (CCCSE), this paper reports on teachers of geography’s conceptions of climate change, sustainability, climate change education, and sustainability education. We address how teachers of geography across the primary and secondary phase appear to distinguish the concept (climate change or sustainability) from the concept within education (climate change education or sustainability education) given that research to date has not engaged with both these framings together in empirical research with teachers. Across both climate change education and sustainability education, there was recognition for (i) the importance of these concepts for young people, (ii) the ways in which education can support young people to make informed choices or take action, and (iii) the importance of addressing these concepts across subject curricula. Teachers’ descriptions indicate (i) disconnections between policy rhetoric and teaching, (ii) a lack of attention to social and environmental justice, and (iii) an over-focus on individual action.

‘A teacher’s work is many things, but one thing it is not is easy’: pre-service teachers’ conceptions of teachers’ work

ABSTRACT To prepare for their future profession, pre-service teachers need to develop an understanding of the realities of teachers’ work during initial teacher education. In this study, we examined narratives written by 22 pre-service subject teachers to identify their conceptions of teachers’ work today. The narratives highlighted key conceptions, including the multifaceted nature of teachers’ work requiring a multiskilled professional, the responsibility for students’ socialisation and wellbeing, and the demanding and burdensome yet rewarding aspects of teachers’ work. The findings suggest that pre-service subject teachers hold sophisticated conceptions that align with in-service teachers’ portrayals of the current nature of teachers’ work, extending beyond narrow views that confine teachers’ work to their respective subject domains. In the face of global challenges in the teaching profession, this study concludes that conceptions of teachers’ work importantly contribute to the extensive array of conceptions and deserve a place in both teacher education research and practices.

Preparing for the Transition to Academic Practice: A Graduate Medical Education Elective.

Background Residents and fellows as educators (RFAE) programs typically focus on clinical teaching skills in single departments, which may not be sustainable for those with limited trainees or faculty. Objective To determine the feasibility and value of a 2-week interdepartmental RFAE elective for advanced teaching skill development and transition to practice as clinician educators. Methods Facilitated discussion, simulation, and critiqued peer presentations developed participants' skills in teaching, curriculum design, professional development, and scholarship. Assessments in this prospective intervention included 2 self-reported surveys addressing: (1) teaching process and motivation (Conceptions of Learning and Teaching [COLT]), and (2) skills and attitudes. We administered both surveys at baseline, immediate-post, and 3-month-post elective with data compared across time points using Kruskal-Wallis tests. Program evaluation comprised daily open-ended surveys on engagement and an end-of-course feedback survey. Results There were 79 participants from 2019 to 2023. Survey response rates were 84.8% (67 of 79) at baseline, 58.2% (46 of 79) immediate-post, and 51.9% (41 of 79) 3-month-post. Most participants were residents (89.9%, 71 of 79), female (60.8%, 48 of 79), from pediatrics and/or medicine departments (77.2%, 61 of 79), and in their final year of training (77.2%, 61 of 79). COLT factor orientation to professional practice scores increased in the immediate-post (3.3) compared to baseline (2.5) surveys (P=.008). Teaching skills attitudes scores increased for all questions in 3-month-post compared to baseline surveys. In open-ended questions, participants emphasized the importance of professional development sessions in guiding their careers toward medical education. Conclusions This interdepartmental elective was feasible, favorably received, and sustained over time, with observed changes in participants' teaching skills attitudes.

Swedish teacher conceptions of assessment: a focus on improving outcomes

ABSTRACT Understanding teachers’ conceptions of assessment is a key objective in supporting assessment practices that lead to improved learning outcomes. Thus, inventories capable of identifying teachers’ assessment conceptions are important. The Teachers Conceptions of Assessment (TCoA) inventory was an early and influential measure of teacher assessment conceptions, but replication studies have shown that the model may be affected by policy and practice context. In the present study, a Swedish adaptation of the TCoA was administered twice, 18 months apart. A sample of 249 teachers were matched across the 2 time-points and their self-reported scores were analysed with confirmatory factor analysis and invariance testing. With good correspondence to the data, six of the nine factors in the TCoA were completely replicated and one factor was partially replicated. The model had sufficient similarity between time points to permit mean score comparisons, which were largely equivalent between times. The study indicates that the Swedish Teacher Conceptions of Assessment adaptation can be used reliably in Swedish primary and lower secondary schools as measure of teacher conceptions of the uses of assessment.