After training, better professional vision and reasoning are correlated with more learning-centered conception changes and fewer misconceptions¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Post-training, teachers with better professional vision and reasoning showed conception changes toward less transmission and innate-quality beliefs and more support of knowledge construction, and better reasoners had fewer misconceptions (r = −0.246, p = 0.050). → Heinonen 2023

Evidence¶

Heinonen 2023¶

Heinonen, N., Katajavuori, N., Murtonen, M., & Södervik, I. (2023). Short pedagogical training in supporting university teachers' professional vision: A comparison of prospective and current faculty teachers. Instructional Science, 51, 201–229. https://doi.org/10.1007/s11251-022-09603-7

q3 · i2 · causal · r1

Correlational analysis of post-test scores among the 64 participants. The study reports correlations between professional vision/reasoning and conception changes, e.g. transmission beliefs r = −0.290 and r = −0.344, innate quality r = −0.285 and r = −0.289, knowledge construction r = 0.248 and r = 0.254, misconceptions r = −0.246.

"teachers who had better professional vision and reasoning skills changed in their scores concerning conceptions about (a) teaching as the transmission of subject knowledge (r = −0.290, p = 0.020; r = −0.344, p = 0.005"

Discussion¶

Related Claims¶

• Prospective teachers hold more misconceptions about teaching and learning than current faculty both before and after training, and misconceptions decreased only among current faculty — related
• Reflective thinking dimensions correlate positively with learning process/expert knowledge, and most correlate positively with learning effort and negatively with innate/fixed ability and certainty of knowledge — related
• After training, prospective teachers caught up with current faculty in reasoning but still had lower noticing scores — related
• Reasoning scores of both prospective and current faculty teachers increased significantly during the short pedagogical training, but noticing did not improve significantly in either group — related
• Short online pedagogy courses shifted university teachers’ interpretations of a learning-focused teaching video from knowledge transmission toward learning facilitation — related
• Dissociation between scaffolding quality and retrospective reasoning: experienced teachers scaffold better but reason less advanced about student thinking — related
• Teachers oriented towards students and changing students' conceptions are associated with students reporting deeper approaches to learning — related
• Systemic barriers—rigid curricula, limited teacher training, and innate-creativity misconceptions—marginalize creativity in mainstream education — related