Revisting academics beliefs about teaching and learningGTI:Untersuchung der Anschauungen von Akademikern über das Lehren und das Lernen.

Autor/inn/en	Samuelowicz, Katherine; Bain, John D.
Titel	Revisting academics beliefs about teaching and learningGTI:Untersuchung der Anschauungen von Akademikern über das Lehren und das Lernen.
Quelle	In: Higher education, 41 (2001) 3, S. 299-325Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 34; Tabellen 5
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1023/A:1004130031247
Schlagwörter	Anschauung; Beziehung; Einstellung (Psy); Interaktion; Lernen; Wissenserwerb; Wissenstransfer; Lernkultur; Lehre; Studium; Hochschulforschung; Hochschullehrer; Student; Australien
Abstract	Several classifications of the ways in which academics conceptualise teaching and learning have been proposed ... . This paper reassesses the framework described in the authors earlier paper, evaluates the adequacy of the belief dimensions and categories in that framework and considers whether there is a "transitional" orientation to teaching and learning ... . Thirty-nine academics representing a range of disciplines were interviewed and in accordance with a "beliefs" framework the authors sought their typical ways of thinking about teaching and learning; and their dispositions to teach in particular ways. The constant comparison method (Strauss and Corbin 1997) was applied to whole interview transcripts to identify broad orientations to teaching and learning, which were then analysed to identify the qualitatively distinct beliefs constituting them. An extended framework of academics beliefs about teaching and learning is proposed in which seven orientations are described in terms of nine qualitative belief dimensions. There is considererable overlap with previous findings, but there are also some important refinements and additions. Three forms of evidence (the qualitative analysis itself, a hierarchical clustering based on that analysis, and narratives of two academics) are presented to demonstrate that there are fundamental differences between teaching-centred and learning-centred orientations to teaching and learning. Thus the authors data are broadly consistent with previously reported evidence, but they provide no empirical support for Kembers (1997a) "transitional" category acting as a bridge between the two major sets of orientation. (HRK/Abstract übernommen).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2002_(CD)