Perspectives on Teaching: Conceptions of Teaching and Epistemological Beliefs of University Academics and Students in Different Domains

Autor/inn/en	Päuler-Kuppinger, Lena; Jucks, Regina
Titel	Perspectives on Teaching: Conceptions of Teaching and Epistemological Beliefs of University Academics and Students in Different Domains
Quelle	In: Active Learning in Higher Education, 18 (2017) 1, S.63-76 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417693507
Schlagwörter	Epistemology; Beliefs; Questionnaires; Teaching Methods; Student Centered Learning; Direct Instruction; Likert Scales; Undergraduate Students; Expertise; Educational Attitudes; Teacher Attitudes; Student Attitudes; Foreign Countries; College Faculty; Germany + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Belief; Glaube; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Likert-Skala; Expert appraisal; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lehrerverhalten; Schülerverhalten; Ausland; Fakultät; Deutschland
Abstract	This study examines how academics and students from different disciplines perceive teaching and knowledge acquisition. University academics and students from both hard and soft disciplines completed the Domain-specific Epistemological Beliefs Questionnaire and the Approaches to Teaching Inventory. Results showed that academics held more student-/learning-centred and less teacher-/content-centred conceptions about teaching than students. Furthermore, prior findings on different beliefs about knowledge and teaching in different academic domains were confirmed for the entire sample. Finally, less sophisticated epistemological beliefs were associated positively with an information-transmission/teacher-centred and negatively with a student-/learning-centred view of good teaching. The findings are discussed against the background of effective teaching and the professionalization of university academics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01