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ERIC Number: EJ1411746
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2158-2440
Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers' Conceptions of Teaching
Yilmaz Soysal; Somayyeh Soysal
SAGE Open, v13 n2 2023
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A