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.
Type: | Article |
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Title: | Improving teacher learning: variation in conceptions of learning study |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1108/IJLLS-09-2017-0041 |
Publisher version: | https://doi.org/10.1108/IJLLS-09-2017-0041 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | Phenomenography, Learning study, Conceptions, Teacher development, Beginner teachers |
UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
URI: | https://discovery.ucl.ac.uk/id/eprint/10025749 |
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