Improving teacher learning: variation in conceptions of learning study

Durden, Guy

doi:10.1108/ijlls-09-2017-0041

Cited by 9 publications

(12 citation statements)

References 16 publications

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“…In this regard, although the TCs were not involved in a complete LS cycle, the TCs could still benefit from LS-adapted process by discerning certain aspects of teaching that they may not be able to discern previously. In other words, the TCs appeared to develop a complex understanding of science teaching and learning through variation theory, as is also reported by Durden (2018). This in turn holds the potential of variation theory to direct the TCs’ focus from teaching methods to learning processes, as a response to the increased sensitivity to students’ learning.…”

Section: Discussionsupporting

confidence: 61%

“…Despite of the modifications, LS supports TCs’ learning about variation theory and applying it in their teaching in order to better facilitate students’ learning (Lai and Lo-Fu, 2013), improve instructional skills (Cheng, 2014), and develop their theoretical lens in/through teaching practice (Tan et al , 2019). More recently, Durden (2018) suggested that TCs could embrace LS as a valuable process to enhance their own conceptual understanding, improve lesson and attend to students’ differences. Due to its evidence-based lesson analysis, conscious reflection and reviewing of lesson, LS has been associated with TCs’ improvements in analysing students’ difficulties and conceptions, and planning lessons that meet curriculum requirements and students’ needs (Lai and Lo-Fu, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

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Towards a conceptual-based, student-centred pedagogy

Miechie

Tan

Adler

2019

IJLLS

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Purpose The purpose of this paper is to report on the approaches teacher candidates (TCs) took to craft the object of learning and the critical aspects when applying variation theory, in planning science lessons. It addresses the difficulty TCs often face in determining what students could learn when crafting the objects of learning and the critical aspects. Design/methodology/approach A total of 27 science TCs from an initial teacher education (ITE) were introduced to variation theory and collaborated in groups of four to five to plan lessons. Data included recordings of the lesson planning session and fieldnotes, TCs’ lesson plans and individual semi-structured interviews. Phenomenography as a methodology was employed to capture the variation in the TCs’ approaches in crafting the objects of learning and the critical aspects, resulting in categories of description that illustrated the complexity of the lesson planning process the TCs engaged with. Findings Arranged in hierarchical order, the three categories of description include TCs: analysing content knowledge in order to promote conceptual learning; reflecting on personal experiences and beliefs about teaching and learning; and drawing on external resources to develop knowledge about students. Practical implications The ways the TCs engaged with lesson planning constituted valuable resources to build their capacity to differentiate between superficial content engagement and deep conceptual learning. Originality/value The study reports on the potential of framing ITE discourse using variation theory to support TCs’ engaging with science teaching that is more conceptual-based, while increasing their sensitivity to students’ common conceptions that constrained the learning of canonical science.

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Section: Discussionsupporting

confidence: 61%

Section: Literature Reviewmentioning

confidence: 99%

Towards a conceptual-based, student-centred pedagogy

Miechie

Tan

Adler

2019

IJLLS

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“…Msonde, 2011) and the UK (e.g. Durden, 2018). Many learning studies have been supported and funded by the ministries of education in the countries where they have been implemented.…”

Section: Development Of Learning Studymentioning

confidence: 99%

The Learning study: recent trends and developments

Pang¹,

Runesson

2019

IJLLS

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“…Since the focus of most Learning Studies is student learning, it is therefore not a requirement of the approach that teachers are exposed to variation in the same meticulous way that students are. This opens up the possibility of teachers being overwhelmed by the experience of 'too much' variation, something that might particularly apply to novice BTs (Durden, 2018b).…”

Section: Discussionmentioning

confidence: 99%

Qualitative differences in beginner teachers’ knowledge of pupils’ understandings: evidence from learning study and implications for teacher education

Durden¹

2020

Journal of Education for Teaching

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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.

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Improving teacher learning: variation in conceptions of learning study

Cited by 9 publications

References 16 publications

Towards a conceptual-based, student-centred pedagogy

Towards a conceptual-based, student-centred pedagogy

The Learning study: recent trends and developments

Qualitative differences in beginner teachers’ knowledge of pupils’ understandings: evidence from learning study and implications for teacher education

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