Collective Learning, Teacher Beliefs and Teaching Behaviour in Management and Social-Educational University Programmes

Autor/inn/en	Assen, J. H. E.; Meijers, F.; Zwaal, W.; Poell, R. F.
Titel	Collective Learning, Teacher Beliefs and Teaching Behaviour in Management and Social-Educational University Programmes
Quelle	In: Journal of Vocational Education and Training, 72 (2020) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2019.1578817
Schlagwörter	Student Centered Learning; Learning Processes; Collectivism; Teacher Collaboration; Correlation; Teacher Attitudes; Teacher Behavior; Management Development; Teaching Methods; Universities; Foreign Countries; College Faculty; Social Work; Hospitality Occupations; Tourism; Elementary School Teachers; Teacher Education Programs; Netherlands + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Learning process; Lernprozess; Lehrerkooperation; Korrelation; Lehrerverhalten; Teacher behaviour; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Ausland; Fakultät; Soziale Arbeit; Gastgewerbegehilfe; Tourismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Niederlande
Abstract	An increasing number of universities around the world have adopted a learner-oriented approach to teaching. Collective learning is regarded as a way to support teachers to enhance this approach. Collective learning processes arise when the teachers collaborate and consciously strive for a shared vision, dialogue, collective action and evaluation. The goal of this explanatory correlational study was to explore whether and how collective learning is related to both learner-oriented teacher beliefs and teaching behaviour. The sample consisted of 90 teachers from management and social-educational programmes at a University of Applied Sciences in the Netherlands. Questionnaires were used to measure teacher beliefs and their perception of collective learning. Observations were used to determine teaching behaviour. Results indicated a discrepancy between beliefs and behaviour. Teachers of both programmes generally agreed with learner-oriented beliefs but demonstrated predominantly teacher-oriented behaviour. Teachers in social-educational programmes rated collective learning significantly higher than teachers in management programmes. A positive relationship was found between collective learning and learner-oriented beliefs, however, no relationship was found between collective learning and learner-oriented teaching behaviour. In further studies, a qualitative design could be used to explore to what extent teachers collectively develop their beliefs and behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01