Teaching Approaches and Conceptions Taken by University Faculty]

Authors

  • Mònica Feixas Universitat Autònoma de Barcelona

DOI:

https://doi.org/10.7203/relieve.16.2.4134

Keywords:

Professional development, university teachers, academics, teaching conceptions, approaches to teaching

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.

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Issue

Vol. 16 No. 2 (2010)

Section

Research Articles

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