Teaching as Inquiry

Moeed, Azra; Cooney, Brendan

doi:10.1007/978-981-16-4001-8_5

Language Literacy and Science

2021

DOI: 10.1007/978-981-16-4001-8_5

|View full text |Cite

Teaching as Inquiry

Azra Moeed

Brendan Cooney

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2023

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

Soysal

2023

Sage Open

View full text Add to dashboard Cite

The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors’ conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes of teaching from each other. In addressing these two issues, first, the present study established a phenomenographic argument regarding prospective teachers’ (PTs) experience-based conceptions of the teaching phenomenon. Second, the current study considers teaching phenomenon in a broader sense within five hierarchical categories: monological, dialogical, dialectical, adaptive-pragmatic, and reflective. A phenomenographic research was conducted to comprehend 39 senior PTs’ teaching conceptions. It is concluded that the PTs mainly experienced and reported three focused dimensions of the phenomenon: monological, dialogical, and dialectical. However, two more sophisticated dimensions, adaptive-pragmatic and reflective teaching, were absent in the PTs’ experienced-based conceptions. Finally, suggestions are offered for educators who considerably fluctuate the PTs’ experiential cognition of the instruction and related conceptions of enacted teaching.

show abstract

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

Soysal

2023

Sage Open

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Teaching as Inquiry

Cited by 1 publication

References 0 publications

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

Contact Info

Product

Resources

About