Open AccessTeaching conceptions and approaches: do qualitative results support survey data?
Author(s) -
Fuensanta Monroy Hernández,
José-Luis González-Geraldo
Publication year - 2016
Publication title -
revista investigación educativa/rie. revista investigación educativa
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.787
H-Index - 16
eISSN - 1989-9106
pISSN - 0212-4068
DOI - 10.6018/rie.35.1.237621
Subject(s) - mathematics education , convergence (economics) , psychology , qualitative research , scale (ratio) , qualitative property , orientation (vector space) , teaching method , pedagogy , computer science , mathematics , sociology , social science , physics , quantum mechanics , economics , economic growth , machine learning , geometry
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.