Publication: Teaching conceptions and approaches:
do qualitative results support survey data?
Authors
Monroy Hernández, Fuensanta ; González-Gerardo, José L.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Introducción: Este estudio analiza las concepciones y enfoques de enseñanza de profesores de
secundaria en formación medidos cuantitativa y cualitativamente con el fin de constatar hasta
qué punto los resultados coinciden. Asimismo, se compararon los cambios en concepciones y
enfoques hacia una orientación centrada en el docente o en el estudiante al finalizar un programa de formación pedagógica. Método: 25 participantes rellenaron una escala sobre enfoques
de enseñanza y contestaron preguntas abiertas en cuanto a su concepción de la enseñanza al
inicio y final del programa. Resultados y conclusiones: Inconsistencias en los resultados sugieren
que la investigación sobre enseñanza y aprendizaje, particularmente aquella sobre concepciones
y enfoques, debe emplear una combinación de técnicas para asegurar que los fenómenos se
examinan con precisión.
Introduction: This study examined preservice teachers’ teaching conceptions and approaches measured quantitatively and qualitatively in order to identify any convergence of findings. Additionally, any changes in conceptions and approaches towards a student- or teacher-centred orientation upon completion of a training course were compared. Method: Preservice teachers completed a scale on approaches to teaching and answered open-ended questions on teaching before and after an initial teacher training programme. Results and conclusions: Inconsistencies in the results suggest that research on teaching and learning should use a combination of techniques in order to ensure that phenomena are accurately examined so that appropriate educational decisions are made.
Introduction: This study examined preservice teachers’ teaching conceptions and approaches measured quantitatively and qualitatively in order to identify any convergence of findings. Additionally, any changes in conceptions and approaches towards a student- or teacher-centred orientation upon completion of a training course were compared. Method: Preservice teachers completed a scale on approaches to teaching and answered open-ended questions on teaching before and after an initial teacher training programme. Results and conclusions: Inconsistencies in the results suggest that research on teaching and learning should use a combination of techniques in order to ensure that phenomena are accurately examined so that appropriate educational decisions are made.
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Citation
Revista de Investigación Educativa, V. 35, N. 1, 2017
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