Changing conceptions of teaching: A four-year learning journey for student teachers

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2 Citations (Scopus)

Abstract

Understanding student teachers’ development of conceptions of teaching and learning is critical for teacher educators. Drawing from the findings of a four-year longitudinal study in Hong Kong, this paper examines the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. Three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches, are presented. The results suggest that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ trajectories. This study adds to the international body of knowledge on the interconnected development of conceptions of teaching and learning approaches. The paper concludes with the implications for teacher education. Copyright © 2015 Taylor & Francis.
Original languageEnglish
Pages (from-to)177-197
JournalTeachers and Teaching: Theory and Practice
Volume22
Issue number2
Early online dateJul 2015
DOIs
Publication statusPublished - 2016

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planning of teaching
student teacher
learning
teacher
Conception
Teaching
Journey
Hong Kong
longitudinal study
educator
ability
resources
Trajectory
education

Citation

Cheng, A. Y. N., Tang, S. Y. F., & Cheng, M. M. H. (2016). Changing conceptions of teaching: A four-year learning journey for student teachers. Teachers and Teaching: Theory and practice, 22(2), 177-197.

Keywords

  • Conception of teaching
  • Student teachers
  • Pre-service teachers
  • Initial teacher education
  • Learning approach
  • Teaching practices