Going back to the future - Exploring the Link Between Learning Biography and Teaching Conceptions

Session Time and Location

Date:
Wed, 6 Jun 2018
Time:
Time:
4:30pm to 5:30pm
Room: Room:
Camellia
Session Track
Session Format

Speaker(s)

How did our learning experiences shaped our conceptions of teaching? In this workshop we go back in time in order to understand ourselves better. Based on my research on the teaching conceptions of early career academics (Kiehne, 2015) I will introduce you to a set of methods that help to include the learning biography into the process of teaching skill development for researchers.
  • Session References +
    Bohnsack, Ralf: Qualitative Bild- und Videointerpretation. Die dokumentarische Methode. Barbara Budrich, Opladen & Farmington Hills, 2009. Das reflektierte Bild. Seriell-ikonografische Fotoanalyse in den Erziehungs- und Sozialwissenschaften. Bad Heilbrunn, 2005 (mit U. Mietzner) http://www.pedocs.de/volltexte/2010/2666/ (17.7.2013) Devlin, M.,: Challenging accepted wisdom about the place of conceptions of teaching in university teaching improvement. International Journal of Teaching and Learning in Higher Education, 18(2), 2006, S. 112-119. Hartz, S.: Biographizität und Professionalität. Eine Fallstudie zur Bedeutung von Aneignungsprozessen in organisatorischen Modernisierungsstrategien. Verlag für Sozialwissenschaften, Wiesbaden, 2004. Hofer, B.K. & Pintrich, P.R., 1997. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of educational research, 67(1), S. 88. Kade, J./Nittel, D.: Biographieforschung – Mittel zur Erschließung von Bildungswelten Erwachsener. In: Friebertshäuser, B./Prengel, A. (Hrsg.): Handbuch Qualitative Forschungsmethoden in den Erziehungswissenschaften. Opladen, 1997. Kane, R., Sandretto, S. & Heath, C.:. Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics. Review of Educational Research, 72(2), 2002, S. 177-228. Kember, D. & Kwan, K.P.: Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional science, 28(5), 2000, S. 469-490. Kember, D.:. A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and instruction, 7(3), 1997, S. 255-275. Kiehne, B. (2015) : Die Biografie lehr mit. Eine qualitative Studie zum Zusammenhang von Lernbiografie und Lehrkonzeptionen bei Nachwuchslehrenden. Waxmann, Münster. Minor, L.C. et al.: Preservice Teachers’ Educational Beliefs and Their Perceptions of Characteristics of Effective Teachers. The Journal of Educational Research, 96(2), 2002, S. 116-127. Neuweg, G. H.: Lehrerhandeln und Lehrerbildung im Lichte des Konzepts des impliziten Wissens (Teacher Action and Teacher Education in the Light of the Concept of Tacit Knowing). Zeitschrift fur Padagogik, 2002, 48(1), 10-29. Norton, L. et al.: Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50(4), 2005, S. 537-571. Pajares, M.F.: Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 1992, S. 307. Philipp, R.A.,: Mathematics Teachers’ Beliefs and Affect. Second handbook of research on mathematics teaching and learning: a project of the National Council of Teachers of Mathematics, 2007, S. 257. Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 219-225. Samuelowicz, K.:. Academics’ educational beliefs and teaching practices, Griffith University. School of Curriculum: Griffith University, 1999. Schlee, J. (Hrsg.). (1986). Veränderung Subjektiver Theorien von Lehrern: Beiträge und Ergebnisse eines Symposiums an der Universität Oldenburg vom 16.-18.2. 1986. Staub, F.C. & Stern, E.,: The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 94(2), 2002, S. 344-355. Thompson, A.G.,: Teachers’ beliefs and conceptions: A synthesis of the research. Handbook of research on mathematics teaching and learning, 127, 1992, S. 146. Törner, G.Ü.,: Mathematical beliefs—A search for a common ground: Some theoretical considerations on structuring beliefs, some research questions, and some phenomenological observations. Beliefs: a hidden variable in mathematics education?, 2002, S. 73-94. Trautwein, Caroline: Lehrebezogene Überzeugungen undKonzeptionen –eine konzeptuelle LandkarteZeitschrift für Hochschulentwicklung ZFHE Jg.8 / Nr.3 (Juni 2013) Willcoxson, L.: The impact of academics’ learning and teaching preferences on their teaching practices: A pilot study. Studies in Higher Education, 23(1), 59-70. 1998.