Research on academics' conceptions of teaching hopes to enhance understanding of how and why the process of teaching in higher education looks and works the way it does. The following work critically examines this body of literature and identifies problems associated with terminology use, construct definition and methodological procedures. As a way of providing an explanation for the insufficiently elaborated methodologies used in the empirical literature, it uses a data set similar to those used in other studies. Academics' responses to questions eliciting teaching conceptions are examined and categorized via qualitative thematic analysis. The resulting framework identifies statements of belief and knowledge that are embedded in conceptual responses.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.33909 |
| Date | January 2001 |
| Creators | Jazvac, Marian. |
| Contributors | Saroyan, Alenoush (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational and Counselling Psychology.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001874527, proquestno: MQ79017, Theses scanned by UMI/ProQuest. |
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