How Do Undergraduate Students' Conceptions of Teaching Affect Their Intentions for Presentation?

Autor/inn/en	Zhang, Wenxiao; Li, Yanqing; Wang, Jing
Titel	How Do Undergraduate Students' Conceptions of Teaching Affect Their Intentions for Presentation?
Quelle	In: Educational Psychology, 43 (2023) 4, S.363-383 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Wenxiao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2206070
Schlagwörter	Undergraduate Students; Student Attitudes; Instruction; Public Speaking; Active Learning; Intention; Constructivism (Learning); Audience Awareness; Student Centered Learning; Self Expression + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching process; Unterrichtsprozess; Vortrag; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausdruck
Abstract	This research is set in the active learning context and focuses on students' intentions for presentation. Following research that suggests teachers' teaching intentions and approaches are influenced by conceptions of teaching, we tested if a similar relationship exists between students' conceptions of teaching and their intentions for presentation. We first used an open-ended questionnaire to explore undergraduate students' (N = 124) presentation intentions and identified four categories of intentions, i.e. "Knowledge transmission, Attracting attention, Thought-provocation and discussion," and "Self-expression." Based on the results, we quantitatively examined students' intentions for presentation, conceptions of teaching, the relationship in between, and the moderating role of academic discipline (N = 551). Students deemed the four intentions equally important. They had high constructivist conceptions and low traditional conceptions. Their constructivist conceptions of teaching positively predicted all four intentions while the relationships between traditional conceptions and intentions were insignificant. These tendencies were irrespective of their disciplines. In light of the findings, we conclude that students' intentions for presentation are audience-centred (analogues to student-centred in teaching intentions), and are influenced by their constructivist conceptions of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01