In describing peoples' conceptions of phenomena, most phenomenography/variation theory research does not distinguish between generalised aspects of conceptions and contextualised aspects. This study suggests this approach may have limitations. The concepts of the external and internal horizon are used to provide evidence that graduates' conceptions of price consist of a combination of generalised and contextualised elements, where each horizon can be described in terms of qualitative differences. This way of approaching conceptions allows for a crisp delimitation of a phenomenon from its context, captures their relationship, and is consistent with the principles of phenomenography/variation theory. Findings raise questions about connections between internal and external horizons and the 'correct' way to sequence variation in order to trigger conceptual change.

Purpose: To identify teachers' conceptions of Learning Study in order to provide the basis for an application of phenomenography/variation theory to the improvement of teachers' learning about Learning Study. Design: 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 phenomenography/variation theory.

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This phenomenographic study describes qualitative differences in Beginner Teachers' (BTs') conceptions of a phenomenon central to their routine experience of teaching: the successful lesson. Conceptions were found to be comprised of two independently related components, the structure of the successful lesson and its purpose. Evidence on the structure supports the adoption of a systems approach to BTs' thinking about lessons. Evidence on purpose confirms previous research into conceptions of learning. It was found that a sophisticated understanding of learning is not sufficient to ensure a sophisticated understanding of a successful lesson. These results add to teacher educators' pedagogical content knowledge.

This study contributes to teacher educators' pedagogical content knowledge by drawing on phenomenography-variation theory to: i) research and describe qualitative differences in Beginner Teachers' conceptions of students' understandings of subject content and, ii) provide evidence of the effectiveness of an instructional strategy that might be adopted by teacher educators based upon those conceptions (known as 'Learning Study'). The study identified nine possible conceptions of students' understanding of the topic of 'price' in economics/business education with each being divided into a structural and a contextual element. These provide a useful framework for teacher educators to conceptualise Beginner Teachers' learning about students' understanding. In addition, Learning Study is shown to have a statistically significant, medium/large effect on the development of Beginner Teachers' knowledge of students' understandings in comparison to a control group. These results add to the evidence for adopting this approach more widely in teacher education.