Teaching conceptions and approaches: do qualitative results support survey data?

• Fuensanta Monroy ^[1] ; José L. González-Geraldo ^[2]
  1. [1] Universidad de Murcia

     Universidad de Murcia

     Murcia, España

     
  2. [2] Universidad de Castilla-La Mancha

     Universidad de Castilla-La Mancha

     Ciudad Real, España

     
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, ISSN 0212-4068, Vol. 35, Nº 1, 2017, págs. 167-180
• Idioma: inglés
• DOI: 10.6018/rie.35.1.237621
• Títulos paralelos:
  • Concepciones y enfoques de enseñanza: ¿Apoyan los resultados cualitativos a los datos cuantitativos?
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Este estudio analiza las concepciones y enfoques de enseñanza de profesores de secundaria en formación medidos cuantitativa y cualitativamente con el fin de constatar hasta qué punto los resultados coinciden. Asimismo, se compararon los cambios en concepciones y enfoques hacia una orientación centrada en el docente o en el estudiante al finalizar un programa de formación pedagógica. Método: 25 participantes rellenaron una escala sobre enfoques de enseñanza y contestaron preguntas abiertas en cuanto a su concepción de la enseñanza al inicio y final del programa. Resultados y conclusiones: Inconsistencias en los resultados sugieren que la investigación sobre enseñanza y aprendizaje, particularmente aquella sobre concepciones y enfoques, debe emplear una combinación de técnicas para asegurar que los fenómenos se examinan con precisión.

  • English

    This study examined preservice teachers’ teaching conceptions and approaches measured quantitatively and qualitatively in order to identify any convergence of findings.

    Additionally, any changes in conceptions and approaches towards a student- or teacher-centred orientation upon completion of a training course were compared. Method: Preservice teachers completed a scale on approaches to teaching and answered open-ended questions on teaching before and after an initial teacher training programme. Results and conclusions: Inconsistencies in the results suggest that research on teaching and learning should use a combination of techniques in order to ensure that phenomena are accurately examined so that appropriate educational decisions are made.

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