Traditional versus constructivist conceptions of teaching/learning framework¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

The article organizes prospective teachers' conceptions about teaching/learning under two philosophically grounded categories: traditional and constructivist conceptions. Traditional teaching is described as teacher-centered knowledge transmission in which students are passive recipients, whereas the constructivist approach is student-centered, involving "facilitating understanding, collaboration in learning process, and knowledge construction based on students' previous learning experiences". The study measures both conceptions with the TLCQ (Chan & Elliott, 2004) in value and practice forms, and pairs them with three assessment-conception dimensions (making learning explicit, promoting learning autonomy, performance orientation) drawn from James and Pedder's (2006) framework.

Design Implications¶

Context¶

Requirements¶

• Measured with value and practice sections of validated instruments (TLCQ and TCAS) so that consonance and dissonance between what teachers value and believe they can practise can be compared at both mean and person level

Constraints¶

• The framework was examined with third- and fourth-year prospective teachers in one Turkish university who mostly lacked practicum experience; the article notes it did not directly examine how these beliefs formed

Target Learners¶

• prospective primary and secondary school teachers in teacher education programs

Target Learning Objectives¶

• conceptions about teaching and learning
• conceptions about classroom assessment

Claims¶

• Prospective Teachers Value Constructivist More Than Practised [+M]

Related Theories¶

• Learning-centered learning: a construct resting on five philosophical learning assumptions

Examples¶

• Make Science Teaching Activity-Centered, with Pupils Learning by Doing

Key Sources¶

• Eren, A. (2010). Consonance and dissonance between Turkish prospective teachers' values and practices: Conceptions about teaching, learning, and assessment. Australian Journal of Teacher Education, 35(3). https://ro.ecu.edu.au/ajte/vol35/iss3/2/. doi:10.14221/ajte.2010v35n3.3