Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables

It has been established that teachers' conceptions of learning and teaching influence their instructional practices. Several authors maintain that these conceptions are based on certain implicit assumptions that give rise to different theories. Our view is that people have multiple alternative...

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Detalles Bibliográficos
Autores: Martín Ortega, Elena, Pozo Municio, J. Ignacio, Mateos Sanz, M. Mar, Martín Moreno, Ana, Pérez Echeverría, M. del Puy
Tipo de recurso: artículo
Fecha de publicación:2014
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/668620
Acceso en línea:http://hdl.handle.net/10486/668620
https://dx.doi.org/10.1016/S0120-0534(14)70024-X
Access Level:acceso abierto
Palabra clave:Learning conceptions
Teaching conceptions
Conceptions profiles
Implicit theories
Primary education
Secondary education
Concepciones de aprendizaje
Concepciones de enseñanza
Perfiles de concepciones
Teorías implícitas
Educación primaria
Educación secundaria
Educación
Psicología
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oai_identifier_str oai:repositorio.uam.es:10486/668620
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network_name_str España
repository_id_str
dc.title.none.fl_str_mv Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables
Concepciones de enseñanza y aprendizaje de profesores de infantil, primaria y secundaria y la relación con las variables educativas
title Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables
spellingShingle Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables
Martín Ortega, Elena
Learning conceptions
Teaching conceptions
Conceptions profiles
Implicit theories
Primary education
Secondary education
Concepciones de aprendizaje
Concepciones de enseñanza
Perfiles de concepciones
Teorías implícitas
Educación primaria
Educación secundaria
Educación
Psicología
title_short Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables
title_full Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables
title_fullStr Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables
title_full_unstemmed Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables
title_sort Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables
dc.creator.none.fl_str_mv Martín Ortega, Elena
Pozo Municio, J. Ignacio
Mateos Sanz, M. Mar
Martín Moreno, Ana
Pérez Echeverría, M. del Puy
author Martín Ortega, Elena
author_facet Martín Ortega, Elena
Pozo Municio, J. Ignacio
Mateos Sanz, M. Mar
Martín Moreno, Ana
Pérez Echeverría, M. del Puy
author_role author
author2 Pozo Municio, J. Ignacio
Mateos Sanz, M. Mar
Martín Moreno, Ana
Pérez Echeverría, M. del Puy
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Básica
dc.subject.none.fl_str_mv Learning conceptions
Teaching conceptions
Conceptions profiles
Implicit theories
Primary education
Secondary education
Concepciones de aprendizaje
Concepciones de enseñanza
Perfiles de concepciones
Teorías implícitas
Educación primaria
Educación secundaria
Educación
Psicología
topic Learning conceptions
Teaching conceptions
Conceptions profiles
Implicit theories
Primary education
Secondary education
Concepciones de aprendizaje
Concepciones de enseñanza
Perfiles de concepciones
Teorías implícitas
Educación primaria
Educación secundaria
Educación
Psicología
description It has been established that teachers' conceptions of learning and teaching influence their instructional practices. Several authors maintain that these conceptions are based on certain implicit assumptions that give rise to different theories. Our view is that people have multiple alternative theories which they use depending on the context and the demands of the task. The main purpose of this study was to find out whether such representational plurality exists in teachers' conceptions and, if it does, whether this plurality can lead to the identification of different representational profiles. We were also interested in studying some of the teaching practice variables that might influence the nature of the representational profiles. Our results, obtained by means of a dilemma questionnaire answered by 1074 teachers from different educational levels and knowledge domains and with different ranges of experience, are consistent with the assumption of representational plurality, as they show that the same teacher may hold different conceptions that set up a conceptions profile. Moreover, the combination of the responses in each profile is not random. Teachers at the more advanced levels and with more teaching experience manifested more traditional conceptions. Furthermore, some knowledge domains were associated with certain conception profiles
publishDate 2014
dc.date.none.fl_str_mv 2014
2014-01-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/668620
https://dx.doi.org/10.1016/S0120-0534(14)70024-X
url http://hdl.handle.net/10486/668620
https://dx.doi.org/10.1016/S0120-0534(14)70024-X
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundación Universitaria Konrad Lorenz
publisher.none.fl_str_mv Fundación Universitaria Konrad Lorenz
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869421570540175360
spelling Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variablesConcepciones de enseñanza y aprendizaje de profesores de infantil, primaria y secundaria y la relación con las variables educativasMartín Ortega, ElenaPozo Municio, J. IgnacioMateos Sanz, M. MarMartín Moreno, AnaPérez Echeverría, M. del PuyLearning conceptionsTeaching conceptionsConceptions profilesImplicit theoriesPrimary educationSecondary educationConcepciones de aprendizajeConcepciones de enseñanzaPerfiles de concepcionesTeorías implícitasEducación primariaEducación secundariaEducaciónPsicologíaIt has been established that teachers' conceptions of learning and teaching influence their instructional practices. Several authors maintain that these conceptions are based on certain implicit assumptions that give rise to different theories. Our view is that people have multiple alternative theories which they use depending on the context and the demands of the task. The main purpose of this study was to find out whether such representational plurality exists in teachers' conceptions and, if it does, whether this plurality can lead to the identification of different representational profiles. We were also interested in studying some of the teaching practice variables that might influence the nature of the representational profiles. Our results, obtained by means of a dilemma questionnaire answered by 1074 teachers from different educational levels and knowledge domains and with different ranges of experience, are consistent with the assumption of representational plurality, as they show that the same teacher may hold different conceptions that set up a conceptions profile. Moreover, the combination of the responses in each profile is not random. Teachers at the more advanced levels and with more teaching experience manifested more traditional conceptions. Furthermore, some knowledge domains were associated with certain conception profilesSe ha comprobado que las concepciones de aprendizaje y enseñanza de los profesores influyen en su práctica docente. Varios autores sostienen que estas concepciones se basan en ciertos supuestos implícitos que dan lugar a distintas teorías. Nuestra visión es que la gente dispone de multitud de teorías alternativas que pueden utilizar en función del contexto y las exigencias de la tarea. El objetivo principal del presente estudio es averiguar si esta pluralidad representativa existe en las concepciones de los profesores y, de ser así, si puede conducir a la identificación de distintos perfiles representacionales. Nos interesamos, asimismo, por el estudio de algunas de las variables de la práctica docente que pudieran influir en la naturaleza de dichos perfiles. Nuestros resultados - obtenidos mediante un cuestionario de dilemas realizado por 1074 profesores de distintos niveles educativos, ámbitos de conocimiento y experiencia- coinciden con la suposición de la pluralidad representativa, pues revelan que el mismo profesor podría forjar concepciones distintas que conforman un perfil de concepciones. Además, la combinación de respuestas en cada perfil no es aleatoria. Los profesores de niveles más altos y los más experimentados manifestaron unas concepciones más tradicionales. Igualmente, algunos campos de conocimiento se asociaron a perfiles de concepciones concretosThis research was funded under three projects of the National Program for Basic Research-Projects by the Spanish Ministry of Science and Innovation (EDU2009- 14278-C02-01EDUC) (EDU2010-21995-C02-01) and (EDU2013-46606-C2-1-R).Fundación Universitaria Konrad LorenzDepartamento de Psicología Básica20142014-01-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/668620https://dx.doi.org/10.1016/S0120-0534(14)70024-Xreponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/6686202026-06-23T12:46:27Z
score 15,301629

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