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http://hdl.handle.net/11547/11118
Title: | Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers' Conceptions of Teaching |
Authors: | sosyal, Yilmaz |
Keywords: | EDUCATION BELIEFS STUDENT |
Issue Date: | 2023 |
Series/Report no.: | 13; |
Abstract: | The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors' conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes of teaching from each other. In addressing these two issues, first, the present study established a phenomenographic argument regarding prospective teachers' (PTs) experience-based conceptions of the teaching phenomenon. Second, the current study considers teaching phenomenon in a broader sense within five hierarchical categories: monological, dialogical, dialectical, adaptive-pragmatic, and reflective. A phenomenographic research was conducted to comprehend 39 senior PTs' teaching conceptions. It is concluded that the PTs mainly experienced and reported three focused dimensions of the phenomenon: monological, dialogical, and dialectical. However, two more sophisticated dimensions, adaptive-pragmatic and reflective teaching, were absent in the PTs' experienced-based conceptions. Finally, suggestions are offered for educators who considerably fluctuate the PTs' experiential cognition of the instruction and related conceptions of enacted teaching. |
URI: | http://hdl.handle.net/11547/11118 |
ISSN: | 2158-2440 |
Appears in Collections: | Web Of Science |
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soysal-soysal-2023-establishing-a-nuanced-phenomenographic-argument-for-the-prospective-teachers-conceptions-of-teaching.pdf | 680.88 kB | Adobe PDF | View/Open |
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