Název: Exploring teaching conceptions and practices : a qualitative study with higher education teachers in Portugal
Zdrojový dokument: Studia paedagogica. 2022, roč. 27, č. 2, s. [35]-53
Rozsah
[35]-53
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2022-2-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.76932
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
In recent decades, several international political guidelines have encouraged the reconfiguration of teachers' ways of being and acting, specifically arguing for the rejection of the conception of a teacher who holds and transmits knowledge, with inevitable implications for pedagogical practices. Therefore, it is particularly relevant to gain an understanding of teachers' conceptions and practices, exploring the extent to which they are reconfigured throughout training and professional development processes. With this general objective, a qualitative study is presented, drawing on the content analysis of written testimonies and individual portfolios produced by a group of 24 academics involved in a post-graduate degree course in higher education pedagogy at the University of Lisbon in the academic years 2019/20 and 2020/21. The results suggest a dominant professional conception, embedded in the artisanal paradigm and in line with a teaching conception based on the transmission of knowledge. However, there are signs that teachers challenge this vision of professionalism, revealing diverse conceptions about the profession as well as conceptions about teaching and learning aligned with different types of pedagogical orientation. The study also shows how formal pedagogical training might support changes in teachers' conceptions about their profession and about the meaning of teaching and learning, with effects on teaching practices and on the quality of student learning.
Note
This article received national funding from the FCT – Fundação para a Ciência e a Tecnologia, IP, within the scope of the UIDEF – Unidade de Investigação e Desenvolvimento em Educação e Formação – UIDB/04107/2020.
Reference
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[45] Trigwell, K., Postareffa, L., Katajavuoria, N. & Lindblom-Ylännea, S. (2008). Consonance and dissonance in descriptions of teaching of university teachers. Studies in Higher Education, 33(1), 49–61. https://doi.org/10.1080/03075070701794809 | DOI 10.1080/03075070701794809
[46] Trigwell, K., Prosser, M., & Ginns, P. (2005). Phenomenographic pedagogy and a revised approaches to teaching inventory. Higher Education Research and Development, 24(4), 349–360. https://doi.org/10.1080/07294360500284730 | DOI 10.1080/07294360500284730
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[2] Almeida, M. (2020). Formação pedagógica e desenvolvimento profissional no ensino superior: perspetivas de docentes. Revista Brasileira de Educação, 25, 1–22. https://doi.org/10.1590/S1413-24782019250008 | DOI 10.1590/s1413-24782019250008
[3] Almeida, M. (2021). Fatores mediadores no processo de desenvolvimento profissional de docentes do ensino superior. Educação e Pesquisa, 47, 1–20. https://doi.org/10.1590/S1678-4634202147220814 | DOI 10.1590/s1678-4634202147220814
[4] Altet, M. (2001). Les competences de l'enseignant professionel: Entre savoir, schemes d'action et adaptation, le savoir analyser. In L. Paquy, M. Altet, E. Charlier, & P. Perrenoud (Eds.), Former des enseignants professionnels. Quelles strategies? Quelles compétences? (pp. 27–40). Boeck Université.
[5] Alves, M. G. (2020). A (in)visibilidade do trabalho docente dos académicos. Techniques, Methodologies and Quality, 202, 57–68.
[6] Bardin, L. (2009). Análise de conteúdo. Edições 70.
[7] Biggs, J. (2006). Calidad del aprendizage universitario. Narcea.
[8] Borko, H., & Putnam, R. (1995). Expanding a teacher's knowledge base. A cognitive psychological perspective on professional development. In T. R. Guskey & M. Huberman (Eds.), Professional Development in Education: New paradigms and practices. Teachers College Press.
[9] Cid-Sabucedo, A., Pérez-Abellás, A., & Zabalza, M. A. (2009). Las prácticas de enseñanza declaradas de los "mejores profesores" de la Universidad de Vigo. RELIEVE, 15(2), 1–29. https://doi.org/10.7203/relieve.15.2.4154 | DOI 10.7203/relieve.15.2.4154
[10] Clark, C. (1988). Asking the right questions about teacher preparation. Contributions of research on teaching thinking. Educational Researcher, 17(2), 5–12. https://doi.org/10.3102/0013189X017002005 | DOI 10.3102/0013189x017002005
[11] Clarke, D., & Hollinsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. https://doi.org/10.1016/S0742-051X(02)00053-7 | DOI 10.1016/s0742-051x(02)00053-7
[12] Contreras, J. (2001). La autonomia del profesorado. Morata.
[13] Cunha, M. I. (2010). Impasses contemporâneos para a pedagogia universitária no Brasil. In C. LEITE (Ed.), Sentidos da pedagogia no ensino superior (pp. 63–74). CIIE/Livpsic.
[14] do Ó, J. R., Almeida, M., Viana, J., Sanches, T., & Paz, A. (2019). Tendências recentes da investigação internacional sobre ensino superior: uma revisão da literatura. Revista Lusófona de Educação, 45(45), 205–221. https://doi.org/10.24140/issn.1645-7250.rle45.14 | DOI 10.24140/issn.1645-7250.rle45.14
[15] Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 119–161). MacMillan Publishing Company.
[16] Esteves, M. (2010). Sentidos da inovação pedagógica no ensino superior. In C. Leite (Ed.), Sentidos da Pedagogia no Ensino Superior (pp. 45–62). CIIE/Livpsic.
[17] Fear, F. A., Doberneck, D. M., Robinson, C. F., Fear, K. L., Barr, R. B., Van Den Berg, H., & Petrulis, R. (2003). Meaning making and "the learning paradigm": A provocative idea in practice. Innovative Higher Education, 27(3), 151–168.
[18] Feiman-Nemser, S. (2008). How teachers learn to teach. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. Mcintyre (Eds.), Handbook of research on teacher education. Enduring questions in changing contexts (pp. 697–705). Routledge. | DOI 10.1111/j.1467-873x.2008.00421.x
[19] Feixas, M. (2004). La influencia de factores personales, institucionales y contextuales en la trayectoria y el desarrollo docente de los professores universitários. Educar, 33, 31–59.
[20] Feixas, M. (2010). Enfoques y concepciones docentes en la universidad. RELIEVE, 16(2), 1–27. https://doi.org/10.7203/relieve.16.2.4134 | DOI 10.7203/relieve.16.2.4134
[21] Fives, H., & Buehl, M. M. (2012). Spring cleaning for the 'messy' construct of teachers' beliefs: What are they? Which have been examined? What can they tell us? In: Harris, K. R., Graham, S., & Urdan, T. (Eds), APA Educational psycholog y handbook, individual differences and cultural and contextual factors (pp. 471–499). APA Psychological Association. | DOI 10.1037/13274-019
[22] Flores, M. A., Day, C., & Viana, I. C. (2007). Profissionalismo docente em transição: As identidades dos professores em tempos de mudança. Um estudo com professores portugueses e ingleses. In M. A. Flores & I. Viana (Eds.), Profissionalismo docente em transição: As identidades dos professores em tempos de mudança (pp. 7–46). Cadernos CIED. Universidade do Minho. | DOI 10.47749/t/unicamp.2019.1082048
[23] Fullan, M. (1992). The meaning of educacional change. New York Columbia University.
[24] Kagan, D. (1992). Professional growth among presservice and beginning teachers. Review of Educational Research, 62(5/6), 129–169. https://doi.org/10.3102/00346543062002129
[25] Kelchtermans, G. (2009). O comprometimento profissional para além do contrato: Autocompreensão, vulnerabilidade e reflexão dos professores. In M. A. Flores & A. M. Simão (Eds.), Aprendizagem e desenvolvimento profissional dos professores: Contextos e perspectivas (pp. 61–98). Col. Educação e Formação. Edições Pedagogo. | DOI 10.11606/t.96.2020.tde-25112020-113644
[26] Marcelo, C. (1998). Pesquisa sobre formação de professores: O conhecimento sobre aprender a ensinar. Revista Brasileira de Educação, 9, 51–75.
[27] Marcelo, C. (2009). Desenvolvimento profissional docente: Passado e futuro. Sísifo/Revista de Ciências da Educação, 8, 7–22.
[28] Martin, E., Prosser, M., Trigwell, K., Ramsden, P., & Benjamin, J. (2000). What university teachers teach and how they teach it. Instructional Science, 28(5), 387–412. https://doi.org/10.1023/A:1026559912774
[29] McCune, V. (2019). Academic identities in contemporary higher education: sustaining identities that value teaching. Teaching in Higher Education, 26(1), 20–35. https://doi.org/10.1080/13562517.2019.1632826 | DOI 10.1080/13562517.2019.1632826
[30] Navarro, P. L. (2007). Auto-eficácia del profesor universitário. Eficácia percebida y práctica docente. Narcea SA.
[31] Nias, J. (1989). Teaching and the self. In M. L. Holly & C. McLoughlin (Eds.), Perspective on teacher professional development (pp. 155–172). The Falmer Press.
[32] OECD (2018). Review of the tertiary education, research and innovation system in Portugal. OECD, Directorate for Education.
[33] Postareff, L., Katajavuori, N., Lindblom–Ylänne, S., & Trigwell, K. (2008). Consonance and dissonance in descriptions of teaching of university teachers. Studies in Higher Education, 33(1), 49–61. https://doi.org/10.1080/03075070701794809 | DOI 10.1080/03075070701794809
[34] Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2008). A follow-up study of the effect of pedagogical training on teaching in higher education. Higher Education, 56(1), 29–43. https://doi.org/10.1007/s10734-007-9087-z | DOI 10.1007/s10734-007-9087-z
[35] Ramsden, P. (2003). Learning to teach in higher education. Routledge Falmer.
[36] Russell, T., & Kane, R. (2005). Reconstructing knowledge-in-action. Learning from the authority of experience as a first-year teacher. In D. Beijard, P. Meijer, G. Morine Dershimer & H. Tillema (Eds.), Teacher professional development in changing conditions (pp. 133–148). Springer. | DOI 10.1007/1-4020-3699-x
[37] Sachs, J. (2009). Aprender para melhorar ou melhorar a aprendizagem: O dilema do desenvolvimento profissional contínuo dos professores. In: M. A. Flores & A. M. Simão (Eds.), Aprendizagem e desenvolvimento profissional dos professores: contextos e perspectivas. (pp. 99–118). Edições Pedagogo.
[38] Smith, K., & Flores, M. A. (2019). The Janus faced teacher educator. European Journal of Teacher Education, 42(4), 433–446. 10.1080/02619768.2019.1646242 | DOI 10.1080/02619768.2019.1646242
[39] Smith, K., & Tillema, H. (1998). Evaluating portfolio use as a learning tool for professionals. Scandinavian Journal of Educational Research, 42(2), 193–205. https://doi.org/10.1080/0031383980420206
[40] Smith, K., & Tillema, H. (2001). Long-term influences of portfolios on professional development. Scandinavian Journal of Educational Research, 45(2), 183–203. https://doi.org/10.1080/00313830120052750
[41] Smith, K., & Tillema, H. (2006). Portfolios for professional development: A research journey. Nova Publishers.
[42] Stes, A., & Van Petegem, P. (2014). Profiling approaches to teaching in higher education: a cluster-analytic study. Studies in Higher Education, 39(4), 644–658. | DOI 10.1080/03075079.2012.729032
[43] Tigh, M. (2019). Higher Education Research – the developing field. Bloomsbury Academic.
[44] Trigwell, K., & Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in Higher Education, 29(4), 523–536. https://doi.org/10.1080/0307507042000236407
[45] Trigwell, K., Postareffa, L., Katajavuoria, N. & Lindblom-Ylännea, S. (2008). Consonance and dissonance in descriptions of teaching of university teachers. Studies in Higher Education, 33(1), 49–61. https://doi.org/10.1080/03075070701794809 | DOI 10.1080/03075070701794809
[46] Trigwell, K., Prosser, M., & Ginns, P. (2005). Phenomenographic pedagogy and a revised approaches to teaching inventory. Higher Education Research and Development, 24(4), 349–360. https://doi.org/10.1080/07294360500284730 | DOI 10.1080/07294360500284730
[47] UNESCO. (1997). The UNESCO Recommendation concerning the Status of Higher Education Teaching Personnel.
[48] UNESCO. (2009). Comité Mixto OIT/UNESCO de expertos sobre la aplicación de las Recomendaciones relativas al personal docente Informe.
[49] Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. Unesco, International Institute for Educational Planning.
[50] Zabalza, M. (2004). La enseñaza universitária. El escenario e sus protagonistas. Narcea.