Open AccessThe Influence of Teacher’s Conception of Teaching and Learning on Their Teaching Practice
Author(s) -
Masduki Masduki,
Suwarsono,
Mega Teguh Budiarto
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1306/1/012043
Subject(s) - facilitator , mathematics education , constructivist teaching methods , data presentation , psychology , teaching method , presentation (obstetrics) , pedagogy , computer science , documentation , medicine , social psychology , radiology , programming language
The study aims to investigate the teachers’ conceptions about the teaching and learning and the influence on their practice. The subjects were two mathematics teachers who taught in the 7 th grade junior high school students in Sukoharjo, Central Java with diverse mathematical ability. The data was collected through observation and interview. The triangulation was conducted to validate the data. Then, the data were analyzed using three stages, namely, data reduction, data display, and drawing the conclusion. The results showed that there were different teachers’ conceptions about the teaching and learning of the two teachers. The first teacher following the traditional model where he plays as a source of knowledge. The students are passive learners who receive knowledge from the teacher. In teaching practice, the teacher presents the material with the expository method. Learning emphasizes the student’s skills to operate the calculation. Conversely, the second teacher conceptions’ in line with the constructivist pattern where she plays as a facilitator and student guide in the learning process. The students are active learner where they discover the knowledge collaboratively. The learning activities involve group discussions and presentation. The results suggest that there is an influence on the teachers’ conceptions and their teaching practice.