How do instructors explain their thinking when planning and teaching?

Higher Education

Volumn 51, Issue 1, 2006, Pages 125-155

  McAlpine, L ^a   Weston, C ^a   Berthiaume, D ^a   Fairbank Roch, G ^a  

^a MCGILL UNIVERSITY   (Canada)

Author keywords

Conceptions of teaching; Faculty development; Teacher thinking and action

Indexed keywords

EID: 31444435246     PISSN: 00181560     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10734-004-6381-x     Document Type: Article

References (70)

1. Argyris, C. and Schön, D. (1977). Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass.
2. Ashcroft, K. and Foreman-Peck, L. (1994). Managing Teaching and Learning in Further and Higher Education. London: The Falmer Press.
3. Benner, P. (1981). Characteristics of novice and expert performance: Implications for teaching the experienced nurse. Paper presented at the 2nd annual conference of the National Second Step Nursing Project, CA.
4. Berliner, D.C. (1986). 'In pursuit of the expert pedagogue,' Educational Researcher 15(7), 5-13.
5. Berliner, D.C. (1988). Implications of studies of expertise in pedagogy for teacher education and evaluation. Paper presented at the ETS Invitational Conference: New Directions for Teacher Assessment, Princeton, NJ.
6. Berliner, D.C. (1991). 'Educational psychology and pedagogical expertise: New findings and new opportunities for thinking about training,' Educational Psychologist 26(2), 145-155.
7. Boud, D. (1995). 'Assessment and learning: Contradictory or complementary?' in Knight, P. (ed.), Assessment for Learning in Higher Education. London: Kogan Page, pp. 35-18.
8. Boulton-Lewis, G., Smith, D.J.H., McCrindle, A.R., Burnett, P.C. and Campbell, K.J. (2001). 'Secondary teachers' conceptions of teaching and learning,' Learning and instruction 11, 35-51.
9. Brown, G., Bull, J. and Pendlebury, M. (1997). Assessing Student Learning in Higher Education. London: Routledge.
10. Brown, J., Duguid, P. and Collins, A. (1989). 'Situated cognition and the culture of learning,' Educational Researcher 18(1), 32-42.
11. Brown, S. and Knight, P. (1994). Assessing Learners in Higher Education. London: Kogan Page.
12. Centra, J. (1993). Reflective Faculty Evaluation. San Francisco: Jossey-Bass.
13. Clark, CM. and Dünn, S. (1991). 'Second-generation research on teachers' planning, intentions, and routines,' in Waxman, H.C. and Walberg, H.J. (eds.), Effective Teaching: Current Research. Berkeley, CA: McCutchan, pp. 183-201.
14. Clark, C.M. and Peterson, P.L. (1986). 'Teachers' thought processes', in Wittrock, M. (ed.), Handbook of Research on Teaching. New York: Macmillan, pp. 255-296.
15. Collins, A., Brown, J.S. and Newman, S.E. (1989). 'Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics,' in Resnick, L.B. (ed.) Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum.
16. Constas, M.A. (1992). 'Qualitative analysis as a public event: The documentation of category development procedures,' American Educational Research Journal 29(2), 253-266.
17. Cranton, P. (1998). No One Way: Teaching and Learning in Higher Education. Toronto: Wall and Emerson.
18. Dill, D. (1990). What Teachers Need to Know: The Knowledge, Skills, and Values Essential to Good Teaching. San Francisco: Jossey-Bass.
19. Dreyfus, H. and Dreyfus, S. (1986). Mind Over Machine. New York: Free Press.
20. Dunne, R. (1994). 'The acquisition of professional activity in teaching,' in Harvard, G. and Hodkinson, P. (eds.), Action and Reflection in Teacher Education. Norwood, NJ: Ablex Publishing Corporation.
21. Eisner, E.W. (1991). The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York: Macmillan.
22. Eley, M. (2002). 'Changes in teachers' conceptions of teaching: Do they prompt teacher development or are they outcomes from teacher development? Paper presented at the annual meeting of the Society for Teaching and Learning in Higher Education (STLHE), Hamilton ON.
23. Elliott, R. and Shapiro, D.A. (1992). 'Client and therapist as analysts of significant events,' in Toukmanian S.G. and Rennie, D.L. (eds.), Psychotherapy Process Research: Paradigmatic and Narrative Approaches Newbury Park, CA: Sage, pp. 163-186.
24. Entwistle, N., Skinner, D., Entwistle, D. and Orr, S. (2000). 'Conceptions and beliefs about "good teaching": An integration of contrasting research areas,' Higher Education Research and Development 19(1), 1-26.
25. Ericsson, K.A. and Smith, J. (1991). Toward a General Theory of Expertise, Vol. 64. New York: Cambridge University Press.
26. Farnham-Diggory, S. (1994). 'Paradigms of knowledge and instruction,' Review of Educational Research 64(3), 463-477.
27. Fenwick, T. and Parsons, J. (2000). The Art of Evaluation: A Handbook for Educators and Trainers. Toronto: Thompson Educational Publishing, Inc.
28. Gow, L. and Kember, D. (1993). 'Conceptions of teaching and their relationship to student learning', British Journal of Educational Psychology 63, 20-33.
29. Hayes, J.R. (1989). The Complete Problem Solver, 2nd edition. Hillsdale, NJ: Lawrence Earlbaum Associates.
30. Hiebert, J., Gallimore, R. and Stigler, J.W. (2002). 'A knowledge base for the teaching profession: What would it look like and how can we get one?', Educational Researcher 31(5), 3-15.
31. Hill, C.E., Thompson, B.J. and Williams, E.N. (1997). 'A guide to conducting consensual qualitative research,' The Counseling Psychologist 25(4), 517-572.
32. Ho, A. (2000, July). 'A conceptual change staff development programme: Assessment of resultant conceptual changes in participants,' Paper presented at the bi-annual meeting of the International Consortium for Educational Development (ICED), Bielefeld.
33. Ho, A., Watkins, D. and Kelly, M. (2001). 'The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme,' Higher Education 42, 143-169.
34. Jazvac, M. (2001). Conceptions of Teaching in Higher Education: Challenges and Recommendations. Unpublished Master's thesis, McGill University, Montreal.
35. Kane, R., Sandretto, S. and Heath, C. (2002). 'Telling half the story: A critical review of research on the teaching beliefs and practices of university academics,' Review of Educational Research 72(2), 177-228.
36. Kember, D. (1997). 'A Reconceptualization of the research into university academics' conceptions of teaching,' Learning and Instruction 7(3), 255-275.
37. Kember, D. and Kwan, K.P. (2002). 'Lecturers' approaches to teaching and their relationship to conceptions of good teaching,' in Hativa, N. and Goodyear, P. (eds.), Teacher Thinking, Beliefs, and Knowledge in Higher Education. Dordrecht, NL: Kluwer, pp. 219-239.
38. Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
39. Leinhardt, G. and Greeno, J.G. (1986). 'The cognitive skill of teaching,' Journal of Educational Psychology 78(2), 75-95.
40. Mayer, R.E. (1992). 'Cognition and instruction: Their historic meeting within educational psychology,' Journal of Educational Psychology 84(4), 405-412.
41. McAlpine, L. and Weston, C. (2000). 'Reflection: Issues related to improving instructors' teaching and students' learning,' Instructional Science 28, 363-385.
42. McAlpine, L., Weston, C. and Beauchamp, C. (2002). 'Debriefing interview and colloquium: How effective are these as research strategies'?, Instructional Science 30(5), 403-432.
43. McAlpine, L., Weston, C., Beauchamp, C., Wiseman, C. and Beauchamp, J. (1999). 'Monitoring student cues: Tracking students' behaviour in order to improve instruction,' Canadian Journal of Higher Education 29(2), 113-149.
44. Menges, R.J. and Austin, A.E. (2001). 'Teaching in higher education,' in Richardson V. (ed.) Handbook of Research on Teaching (4th ed., pp. 1122-1156). Washington, DC: American Educational Research Association.
45. Munby, H., Russell, T. and Martin, A.K. (2001). 'Teachers' knowledge and how it develops,' in Richardson, V. (ed.) Handbook of Research on Teaching, 4th edition, Washington, DC: American Educational Research Association, pp. 877-904
46. Murray, K. and Macdonald, R. (1997). 'The disjunction between lecturers' conceptions of teaching and their claimed educational practice,' Higher Education 33, 331-349.
47. Olson, J.R. and Biolsi, K.J. (1991). 'Techniques for representing expert knowledge,' in Ericsson, K.A. and Smith, J. (eds.), Toward a General Theory of Expertise. New York: Cambridge University Press, pp. 240-285.
48. Oser, F.K., Dick, A. and Patry, J.L. (1992). 'Responsibility, effectiveness, and the domains of educational research,' in Oser, F.K. Dick, A. and Paltry, J.L. (eds.), Effective and Responsible Teaching: The New Synthesis. San Francisco: Jossey-Bass, pp. 3-13.
49. Packer, M.J. and Winne, P.H. (1995). 'The place of cognition in explanations of teaching: A dialog of interpretive and cognitive approaches,' Teaching and Teacher Education 11(1), 1-21.
50. Pajares, M.F. (1992). 'Teachers' beliefs and educational research: Cleaning up a messy construct,' Review of Educational Research 62(3), 307-332.
51. Pratt, D.D. (1992). 'Conceptions of teaching,' Adult Education Quarterly 42(4), 203-220.
52. Prosser, M. and Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education. London: The Society for Research into Higher Education/Open University Press.
53. Prosser, M., Trigwell, K. and Taylor, P. (1994). 'A phenomenographic study of academics' conceptions of science learning and teaching,' Learning and Instruction 4, 217-231.
54. Quinlan, K.M. (1999). 'Commonalities and controversy in context: A study of academic historians' educational beliefs.' Teaching and Teacher Education 15(4), 447-463.
55. Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge.
56. Reynolds, M.C. (ed.) (1989). Knowledge Base for the Beginning Teacher. New York: Pergamon Press.
57. Salthouse, T.A. (1991). 'Circumvention of human processing limitations,' in Ericsson K.A. and J. Smith, (eds.), Toward a General Theory of Expertise New York: Cambridge University Press, pp. 286-300.
58. Samuelowicz, K. and Bain, J.D. (1992). 'Conceptions of teaching held by academic teachers,' Higher Education 24, 93-111.
59. Shepard, L.A. (2000). 'The role of assessment in a learning culture,' Educational Researcher 29(7), 4-14.
60. Sherman, T.M., Armistead, L.P., Fowler, F., Barksdale, M.A. and Reif, G. (1987). 'The quest for excellence in university teaching,' Journal of Higher Education 58(1), 66-84.
61. Shulman, L.S. (1986). 'Paradigms and research programs in the study of teaching: A contemporary perspective,' in Wittrock, M.C. (ed.) Handbook of Research on Teaching, 3rd edition. New York: Macmillan, pp. 3-36
62. Shulman, L.S. (1987a). 'From veteran parent to novice teacher: A case study of a student teacher,' Teaching and Teacher Education 3(1), 12-28.
63. Shulman, L.S. (1987b). 'Knowledge and teaching: Foundations of the new reform,' Harvard Educational Review 57(1), 1-12.
64. Sternberg, R.J. and Horvath, J.A. (1995). 'A prototype view of expert teaching,' Educational Researcher 24(6), 9-17.
65. Tillema, H. and Knol, W. (1997). 'Promoting student learning through conceptual change or direct instruction,' 13(6), 579-595.
66. Trigwell, K. and Prosser, M. (1996). 'Changing approaches to teaching: A relational perspective,' Studies in Higher Education 21(3), 275-284.
67. Turner-Bisset, R. (1999). 'The knowledge bases of the expert teacher,' British Educational Research Journal 25(1), 39-55.
68. Van der Maren, J.-M. (1996). Méthodes de recherche pour l'éducation, 2nd ed. Montréal/Bruxelles: Les Presses de l'Université de Montréal/De Boeck Université.
69. Weston, C., Gandell, T., Beauchamp, J., McAlpine, L., Wiseman, C. and Beauchamp, C. (2001). 'Analyzing interview data: The development and evaluation of a coding system,' Qualitative Sociology 24(3), 381-400.
70. Zeichner, K.M. (1994). 'Research on teacher thinking and different views of reflective practice in teaching and teacher education,' in Carlgren, I. Handal, G. Vaage, S. (eds.), Teachers' Minds and Actions: Research on Teachers' Thinking and Practice. London: The Falmer Press, pp. 9-27.