A reconceptualisation of the research into university academics' conceptions of teaching

Abstract

Articles about the conceptions of teaching of university academics are reviewed. There is found to be a high level of correspondence between largely independent studies reported in 13 articles. An attempt to synthesise the body of research places conceptions under two broad orientations characterised as teacher-centred/content-oriented and student-centred/learning-oriented. Each orientation has two associated conceptions. A transitionary category, labelled student-teacher interaction, links the two orientations. The five conceptions beneath the orientations are visualised as well-defined points within a continuum, and there is some evidence of lecturers shifting beliefs across the spectrum over time. Teaching conceptions have been shown to be related to measures of the quality of student learning, so are modelled as influencing teaching approaches which in turn effect student learning approaches and learning outcomes. It is argued that measures to enhance the quality of teaching should take account of teaching conceptions if they are to be effective, as teaching approaches are strongly influenced by the underlying beliefs of the teacher.