Durden, G; (2018) Improving teacher learning: variation in conceptions of learning study. International Journal of Learning and Lesson Studies , 7 (1) pp. 50-61. 10.1108/IJLLS-09-2017-0041.

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Abstract

Purpose: The purpose of this paper is to identify teachers’ conceptions of learning study in order to provide the basis for an application of phenomenography/variation theory (PVT) to the improvement of teachers’ learning about learning study. / Design/methodology/approach: A phenomenographic study based on semi-structured interviews with 18 beginner teachers of business and economics in England taking part in a learning study during their initial teacher education. / Findings: The study identified five conceptions of learning study and five associated critical aspects. Results raise questions about the relationship between the process and instructional design elements of learning study. / Originality/value: The study offers a framework for exploring differences in the quality of learning studies and the relationship between teacher conceptions of learning study and the degree of conceptual change in students in a learning study. It also enables facilitator/researchers to design and manage interventions to develop teacher understanding of learning study that are consistent with the principles of PVT.

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