Improving teacher learning: variation in conceptions of learning study. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Durden, Guy
• Is Part Of: International journal for lesson and learning studies. Volume 7:Issue 1(2018)
• Page Start: 50
• Page End: 61
• Publication Date: 2018-01-02
• Subjects: Phenomenography -- Learning study -- Conceptions -- Teacher development -- Beginner teachers; Education -- Study and teaching -- Periodicals; Teaching -- Periodicals; Learning -- Periodicals; 370.7105
• DOI: 10.1108/IJLLS-09-2017-0041
• Languages: English
• ISSNs: 2046-8253

Abstract

Abstract : Purpose: The purpose of this paper is to identify teachers' conceptions of learning study in order to provide the basis for an application of phenomenography/variation theory (PVT) to the improvement of teachers' learning about learning study. Design/methodology/approach: A phenomenographic study based on semi-structured interviews with 18 beginner teachers of business and economics in England taking part in a learning study during their initial teacher education. Findings: The study identified five conceptions of learning study and five associated critical aspects. Results raise questions about the relationship between the process and instructional design elements of learning study. Originality/value: The study offers a framework for exploring differences in the quality of learning studies and the relationship between teacher conceptions of learning study and the degree of conceptual change in students in a learning study. It also enables facilitator/researchers to design and manage interventions to develop teacher understanding of learning study that are consistent with the principles of PVT.