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Improving teacher learning: variation in conceptions of learning study

Guy Durden (Department of Curriculum, Pedagogy and Assessment, Institute of Education, University College London, London, UK)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Article publication date: 2 January 2018

413

Abstract

Purpose

The purpose of this paper is to identify teachers’ conceptions of learning study in order to provide the basis for an application of phenomenography/variation theory (PVT) to the improvement of teachers’ learning about learning study.

Design/methodology/approach

A phenomenographic study based on semi-structured interviews with 18 beginner teachers of business and economics in England taking part in a learning study during their initial teacher education.

Findings

The study identified five conceptions of learning study and five associated critical aspects. Results raise questions about the relationship between the process and instructional design elements of learning study.

Originality/value

The study offers a framework for exploring differences in the quality of learning studies and the relationship between teacher conceptions of learning study and the degree of conceptual change in students in a learning study. It also enables facilitator/researchers to design and manage interventions to develop teacher understanding of learning study that are consistent with the principles of PVT.

Keywords

Citation

Durden, G. (2018), "Improving teacher learning: variation in conceptions of learning study", International Journal for Lesson and Learning Studies, Vol. 7 No. 1, pp. 50-61. https://doi.org/10.1108/IJLLS-09-2017-0041

Publisher

:

Emerald Publishing Limited

Copyright © 2018, Emerald Publishing Limited

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