TY  - JOUR
AB  - 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.
VL  - 7
IS  - 1
SN  - 2046-8253
DO  - 10.1108/IJLLS-09-2017-0041
UR  - https://doi.org/10.1108/IJLLS-09-2017-0041
AU  - Durden Guy
PY  - 2018
Y1  - 2018/01/01
TI  - Improving teacher learning: variation in conceptions of learning study
T2  - International Journal for Lesson and Learning Studies
PB  - Emerald Publishing Limited
SP  - 50
EP  - 61
Y2  - 2024/04/25
ER  -