Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics

Abstract

A critical review of research on teaching beliefs and practices of university academics revealed that the espoused theories of action of academics have not been distinguished from their theories-in-use in some studies. It is our contention that research that examines only what university teachers say about their practice and does not directly observe what they do is at risk of telling half the story. Our review revealed several unsupported claims about university academics' teaching practice, raised concerns about data gathering and analysis methods, and found that research on primary and secondary teachers'beliefs has been used infrequently to inform research in tertiary settings. The review identifies implications for understanding university academics' development as teachers and provides direction for further research.

Teaching future K‐8 teachers the language of Newton: A case study of collaboration and change in university physics teaching

“…Finally, this study supports the argument of Kane et al (2002) that our understanding of university academics' development as teachers can be enhanced through studies of teachers' beliefs. Research that answers questions of how teachers' beliefs and conceptions of teaching relate to their models of learning environments and the theories of action that influence their practices can serve as a beginning point for creating professional development activities.…”

“…Although studies have attempted to characterize the beliefs about teaching held by university instructors; Kane, Sandretto, and Heath (2002) site a weakness in these studies as not focusing on the relationship between beliefs and the observed practices of teachers at the tertiary level. Further, they suggest that cues should be taken from the literature at the primary and secondary levels that focus on connecting beliefs to practice in order to understand how academics develop as teachers and how their practices evolve through time.…”

“…Further, they suggest that cues should be taken from the literature at the primary and secondary levels that focus on connecting beliefs to practice in order to understand how academics develop as teachers and how their practices evolve through time. Kane et al (2002) enumerate various methodologies that researchers have used to explicate teachers' beliefs. Many of these methods are designed to engage teachers in strategies of reflective practice through self study (Gibson, 1998) or in collaboration with other faculty members (Abbas, Goldsby, & Gilmer, 2002).…”

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“…Additionally, these somewhat counter-intuitive results may be as a result of the self-reported nature of the measures. Concerns over data collection methods for research of this nature is highlighted by Kane, Sandretto and Heath (2002), who suggest the use of multiple data sources in enhancing the validity of research. On a more conceptual level, however, the findings may reflect the competing demands (teaching and study) experienced by postgraduate students that may feel pressurised to prioritise either their own studies or their teaching practice.…”

Beliefs and ICT: what can we learn from experienced educators?

“…Fullan, 1983;Handal, 2003) and why two teachers, trained in the same methods, may teach in radically different ways (Pajares, 1982;Sammons et al, 2007). However the assumptions underlying the research into beliefs have not been without criticism (Kane, Sandretto, and Heath, 2002). As with the literature on learning styles, the inventories used to categorise beliefs may be seen as lacking 'ecological validity' -teachers may be categorised out of the classroom as 'transmitters' or 'coexplorers' of knowledge but in the classroom they are pragmatists and adapt to the contexts in which they work.…”