Articles
Identifying university professors’ conceptions about teaching and assessment
Published 2017-06-30
Keywords
- conceptions,
- teaching,
- professors,
- science,
- university
How to Cite
García, M. B., & Martín, S. S. (2017). Identifying university professors’ conceptions about teaching and assessment. Revista Docencia Universitaria, 18(1), 81–103. Retrieved from https://revistas.uis.edu.co/index.php/revistadocencia/article/view/7316
Abstract
It was carried on research on the conceptions about the teaching practice of University professors of scientific careers from the perspective of implicit theories. From a phenomenographical point of view, a descriptive study was carried out with an ex post facto design. The variable in question was the conception about teaching analyzed into two dimensions: what is taught and how is taught. Semi-structured interviews were carried out with 15 professors. The categories of answers were extracted using the constant comparative method. Regarding the dimension of what is being taught, five categories were described. These categories range a continuum that goes from the conception that conceptual concepts must be taught exclusively, to a position that comprehends that competencies must be taught for a conceptual change. In the dimension “how is it learnt”, four categories were extracted. In this dimension, the conceptions vary from conceiving teaching as the activity that consists in presenting information in a clear and precise way to the positions in which teaching requires focusing on the student and helping them to learn. The distribution of frequencies in the categories found shows that in the professors interviewed the conceptions of a teacher-centered and a content-oriented vision prevailed.
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References
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Campanario, M (2002). Asalto al castillo: ¿A qué esperamos para abordar en serio la formación didáctica de los profesores universitarios de ciencias? Enseñanza de las Ciencias, vol. 20, nº2, 315-325.
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Cranton, P. y Carusetta, E. (2002). Reflecting on teaching: The influence of context. The International Journal for Academic Development, vol.7, nº2, 167–176.
Dall’Alba, G. (1991). Foreshadowing conceptions of teaching. En B. Ross (Ed.). Research and Development in Higher Education, vol. 13, 293-297.
De Vincenzi, A. (2010). Concepciones de enseñanza y su relación con las prácticas docentes: un estudio con profesores universitarios. Educación y Educadores, vol. 12, nº2, 87-101.
Entwistle, N. y Walker, P. (2000). Strategic alertness and expanded awareness within sophisticated conceptions of teaching. Instructional Science, vol. 28, 335- 361.
Fox, D. (1983). Personal theories of teaching. Studies in Higher Education, vol.8, nº2, 151-163.
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García, M.; Mateos, M. y Vilanova, S. (2011) El contenido y la naturaleza de las concepciones de profesores universitarios de biología sobre el conocimiento científico. REEC. Revista Electrónica de Enseñanza de las Ciencias, vol. 10, nº1, 23-39.
García, M.; Mateos, M. (2013) Las cuestiones de dominio, intersujeto e intrasujeto, en el contenido de las concepciones epistemológicas en docentes universitarios. Avances en Piscología Latinoamericana, vol. 31, nº3, 586-619.
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Hernández Pina, F. (2010) Enseñanza y aprendizaje: perspectivas diferentes en busca de la calidad del rendimiento académico. I Congreso Internacional Virtual de Formación del Profesorado Universidad de Murcia Fuensanta. 9- diciembre.
Ho, A., Watkins, D. y Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development program. Higher Education, vol. 42, 143-169.
Hofer, B. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, vol.25, 378-405.
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Kember, D. y Leung, D. (2006). Characterizing a teaching and learning environment conducive to making demands on students while not making their workload excessive. Studies in Higher Education, vol. 31, nº 2, 185–198.
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McKay, J. (1995). Promoting rejection within teaching: A case study in educational change within a department (Unpublished Ph. D. Dissertation). Hong Kong: Hong Kong Polytechnic University.
Northedge, A. (1976). Examining our implicit analogies for learning processes. Programmed Learning and Educational Technology, vol.13, nº4, 67-78.
Otting, H., Zwaala, W., Tempelaarb, D. y Gijselaersb, W. (2010) The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education, vol. 35, nº 7, 741–760.
Parpala, A. y Lindblom-Ylänne, S. (2007). University Teachers' conceptions of good teaching in the units of high- quality education Studies in Educational Evaluation, vol. 33, 355–370.
Pecharromán, I. y Pozo, J.I. (2006): “¿Cómo sé que es verdad? epistemologías intuitivas de los estudiantes sobre el conocimiento científico.” Investigacoes em Encino de Ciencias, vol.11, nº 2, 88-98.
Pozo, J.I., Scheuer, N., Mateos, M. y Pérez Echeverría, P. (2006). Las teorías implícitas sobre el aprendizaje y la enseñanza. En Pozo, J.I., Scheuer, N., Pérez Echeverría, P., Mateos, M., Martín, E. y de la Cruz, M. Nuevas formas de pensar la enseñanza y el aprendizaje (95-132). Barcelona: Graó.
Pratt, D. (1992). Conceptions of teaching. Adult Education Quarterly, vol. 42, nº4, 203-220.
Prosser M.; Martin, E.; Trigwell, K.; Ramsden, P. Middleton, H. (2008) University academics’ experience of research and its relationship to their experience of teaching Instructional Science vol, 36, 3–16. DOI 10.1007/s11251-007-9019-4
Prosser, M., Trigwell, K. and Taylor, P. (1994). A phenomenographic study of academics conceptions of science learning and teaching. Learning and Instruction vol.4, 217–231.
Prosser, M., y Martin, E. (2005). Academics experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning. Instructional Science, vol. 33, 137-157.
Ramsden, P. (2003). Learning to teach in higher education. London: Routledge.
Ravanal, E., Camacho, J., Escobar, L. y Jara, N. (2014). ¿Qué dicen los profesores uni¬versitarios de ciencias sobre el contenido, metodología y eva¬luación? Análisis desde la ac¬ción educativa. REDU. Revista de Docencia Universitaria, vol.12, nº1, 307-335.
Samuelowicz K. and Bain, J. (1992). Conceptions of teaching held by academic teachers, Journal of Higher Education, vol. 24, 93-111.
Samuelowicz K. and Bain, J. (2002). Identifying academics’ orientations to assessment practice Higher Education, vol. 43, 173–201.
Samuelowicz, K. (1999). Academics’ educational beliefs and teaching practices. Australian. Digital Thesis Database. Griffith University. Recuperado de http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030228.152452
Samuelowicz, K. y Bain, J.D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, vol. 41, 299-325.
Savasci-Acikalin, F. (2009). Teacher beliefs and practice in science education. In Asia-Pacific. Forum on Science Learning and Teaching, vol. 10, nº1, 1-14.
Schraw, G. (2010) Review Article Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research Hindawi Publishing Corporation, Vol 2013, Recuperado de http://dx.doi.org/10.1155/2013/327680
Schraw, G. 2013. Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research Hindawi Publishing Corporation ISRN Education. Recuperado de http://dx.doi.org/10.1155/2013/327680
Stark, J.S. (2000). Planning introductory college courses: Content, context and form, Instructional Science, vol. 28, 413–438.
Strauss, A. y Corbin, J. (eds.) (1997). Grounded Theory in Practice. London: Sage
Trigwel, K. y Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review, vol.16, nº 4, 409-424.
Baena, M.D. (2000) Pensamiento y acción en la enseñanza de las ciencias. Enseñanza de las Ciencias, vol.18, nº2, 217-226.
Basto-Torrado, S. (2011). De las concepciones a las prácticas pedagógicas de un grupo de profesores universitarios. Magister Revista internacional de Investigación en Educación, vol.3, nº6, 393-412.
Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham, England: Society for Research into Higher Education & Open University Press.
Biggs, L. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development, vol. 8, nº l, l-25.
Campanario, M (2002). Asalto al castillo: ¿A qué esperamos para abordar en serio la formación didáctica de los profesores universitarios de ciencias? Enseñanza de las Ciencias, vol. 20, nº2, 315-325.
Campanario, J.M. (2003). Contra algunas concepciones y prejuicios comunes de los profesores universitarios de ciencias sobre la didáctica de las ciencias. Enseñanza de las ciencias, vol. 21, nº2, 319-328.
Cranton, P. y Carusetta, E. (2002). Reflecting on teaching: The influence of context. The International Journal for Academic Development, vol.7, nº2, 167–176.
Dall’Alba, G. (1991). Foreshadowing conceptions of teaching. En B. Ross (Ed.). Research and Development in Higher Education, vol. 13, 293-297.
De Vincenzi, A. (2010). Concepciones de enseñanza y su relación con las prácticas docentes: un estudio con profesores universitarios. Educación y Educadores, vol. 12, nº2, 87-101.
Entwistle, N. y Walker, P. (2000). Strategic alertness and expanded awareness within sophisticated conceptions of teaching. Instructional Science, vol. 28, 335- 361.
Fox, D. (1983). Personal theories of teaching. Studies in Higher Education, vol.8, nº2, 151-163.
García, M.B. (2009). Las concepciones epistemológicas de los docentes universitarios de ciencias. (Tesis inédita de doctorado), Universidad Autónoma de Madrid, España.
García, M.; Mateos, M. y Vilanova, S. (2011) El contenido y la naturaleza de las concepciones de profesores universitarios de biología sobre el conocimiento científico. REEC. Revista Electrónica de Enseñanza de las Ciencias, vol. 10, nº1, 23-39.
García, M.; Mateos, M. (2013) Las cuestiones de dominio, intersujeto e intrasujeto, en el contenido de las concepciones epistemológicas en docentes universitarios. Avances en Piscología Latinoamericana, vol. 31, nº3, 586-619.
Glaser, B. G. y Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
Gow, L. y Kember, D. (1993). Conceptions of teaching and their relationship to student learning. British Journal of Educational Psychology, vol. 63, 20-33.
Hernández Pina, F. (2010) Enseñanza y aprendizaje: perspectivas diferentes en busca de la calidad del rendimiento académico. I Congreso Internacional Virtual de Formación del Profesorado Universidad de Murcia Fuensanta. 9- diciembre.
Ho, A., Watkins, D. y Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development program. Higher Education, vol. 42, 143-169.
Hofer, B. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, vol.25, 378-405.
Kember, D. (1997). A reconceptualization of the research into university academics. Conceptions of teaching. Learning and Instruction, vol.7, nº3, 255‐275.
Kember, D. y Gow, L. (1994). Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, vol.65, nº1, 58‐74.
Kember, D. y Leung, D. (2006). Characterizing a teaching and learning environment conducive to making demands on students while not making their workload excessive. Studies in Higher Education, vol. 31, nº 2, 185–198.
Limón, M. (2006). The domain generality specificity of epistemological belief. A theoretical problem, a methodological problem or both? International Journal of Educational Research, vol.45, 7-27.
Martin, E. and Balla, M. (1991). Conceptions of teaching and implications for learning, in Ross, B. (Ed.), Teaching for Effective Learning (Research and Development in Higher Education) vol. nº13. Sydney: Higher Education Research and Development Society of Australia, pp. 298–304.
Martin, E. y Ramsden, P. (1992). An expanding awareness. How lecturers change their understanding of teaching. Higher Education, vol.13, 298-304.
Martin, L., Prosser, M., Trigwell, K., Ramsden, P. y Benjamin; J. (2000).What university teachers teach and how they teach it. Instructional Science, vol. 28, 387–412.
Martín, S. y Lynch, I. (2013) Representaciones sobre el aprendizaje de profesores en formación: un estudio exploratorio. VII Jornadas Nacionales sobre la Formación del Profesorado. Narrativas, Prácticas e Investigación. Mar del Plata. 12-13 septiembre.
McKay, J. (1995). Promoting rejection within teaching: A case study in educational change within a department (Unpublished Ph. D. Dissertation). Hong Kong: Hong Kong Polytechnic University.
Northedge, A. (1976). Examining our implicit analogies for learning processes. Programmed Learning and Educational Technology, vol.13, nº4, 67-78.
Otting, H., Zwaala, W., Tempelaarb, D. y Gijselaersb, W. (2010) The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education, vol. 35, nº 7, 741–760.
Parpala, A. y Lindblom-Ylänne, S. (2007). University Teachers' conceptions of good teaching in the units of high- quality education Studies in Educational Evaluation, vol. 33, 355–370.
Pecharromán, I. y Pozo, J.I. (2006): “¿Cómo sé que es verdad? epistemologías intuitivas de los estudiantes sobre el conocimiento científico.” Investigacoes em Encino de Ciencias, vol.11, nº 2, 88-98.
Pozo, J.I., Scheuer, N., Mateos, M. y Pérez Echeverría, P. (2006). Las teorías implícitas sobre el aprendizaje y la enseñanza. En Pozo, J.I., Scheuer, N., Pérez Echeverría, P., Mateos, M., Martín, E. y de la Cruz, M. Nuevas formas de pensar la enseñanza y el aprendizaje (95-132). Barcelona: Graó.
Pratt, D. (1992). Conceptions of teaching. Adult Education Quarterly, vol. 42, nº4, 203-220.
Prosser M.; Martin, E.; Trigwell, K.; Ramsden, P. Middleton, H. (2008) University academics’ experience of research and its relationship to their experience of teaching Instructional Science vol, 36, 3–16. DOI 10.1007/s11251-007-9019-4
Prosser, M., Trigwell, K. and Taylor, P. (1994). A phenomenographic study of academics conceptions of science learning and teaching. Learning and Instruction vol.4, 217–231.
Prosser, M., y Martin, E. (2005). Academics experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning. Instructional Science, vol. 33, 137-157.
Ramsden, P. (2003). Learning to teach in higher education. London: Routledge.
Ravanal, E., Camacho, J., Escobar, L. y Jara, N. (2014). ¿Qué dicen los profesores uni¬versitarios de ciencias sobre el contenido, metodología y eva¬luación? Análisis desde la ac¬ción educativa. REDU. Revista de Docencia Universitaria, vol.12, nº1, 307-335.
Samuelowicz K. and Bain, J. (1992). Conceptions of teaching held by academic teachers, Journal of Higher Education, vol. 24, 93-111.
Samuelowicz K. and Bain, J. (2002). Identifying academics’ orientations to assessment practice Higher Education, vol. 43, 173–201.
Samuelowicz, K. (1999). Academics’ educational beliefs and teaching practices. Australian. Digital Thesis Database. Griffith University. Recuperado de http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030228.152452
Samuelowicz, K. y Bain, J.D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, vol. 41, 299-325.
Savasci-Acikalin, F. (2009). Teacher beliefs and practice in science education. In Asia-Pacific. Forum on Science Learning and Teaching, vol. 10, nº1, 1-14.
Schraw, G. (2010) Review Article Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research Hindawi Publishing Corporation, Vol 2013, Recuperado de http://dx.doi.org/10.1155/2013/327680
Schraw, G. 2013. Conceptual Integration and Measurement of Epistemological and Ontological Beliefs in Educational Research Hindawi Publishing Corporation ISRN Education. Recuperado de http://dx.doi.org/10.1155/2013/327680
Stark, J.S. (2000). Planning introductory college courses: Content, context and form, Instructional Science, vol. 28, 413–438.
Strauss, A. y Corbin, J. (eds.) (1997). Grounded Theory in Practice. London: Sage
Trigwel, K. y Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review, vol.16, nº 4, 409-424.