TAs were experiencing learner-centered instruction during their PD that may not have aligned with their conception of "teaching".
Findings from correlation analysis suggest that gender, academic education, online teaching experience, time devoted to online teaching, and, more relevant, all five teaching roles: social interaction, instructional design, technology use, learning assessment and learning processes support, are relevant predictors of the adoption of this conception of teaching by online instructors.
We are more likely to engage and foster success in all of our children through a conception of teaching and schooling that respects and encourages the imaginative and the exploratory; one that is less concerned with codes, rules, and competition; and one that engages the social, physical, aesthetic, affective, and moral realms of human development as well as the intellectual.
Attitudes have already changed so that the narrow conception of teaching is being replaced with a diverse conception of learning.
The University Center for the Advancement of Teaching at Ohio State University describes the teaching statement as "a narrative that includes your conception of teaching and learning, description of how you teach, and justification for why you teach that way.
Our hypothesis was that any development process needed to assist mathematicians to be aware of the foundation of the mathematics/pedagogy dialectic that would likely occur in their practice and simultaneously, through a shift toward a more student-centered conception of teaching, build a desire for a change of practice.
(R3) Furthermore, the respondents indicated that their conceptions of teaching changed from teaching-centred to learning-centred, from telling to engaging (cf. also Quote # 8).
Overall, the following characteristics of the teacher educator's mediation were identified: re-framing the teacher's thinking about teaching toward a more expert understanding of teaching, re-naming the novice's conceptions of teaching through expert discourse, and promoting the teacher's conceptual understanding of teaching through the use of the scientific concepts of teaching.
In particular, we have documented a shift in attitudes towards, and conceptions of, teaching.
This study constructs a science teaching belief system to examine pre-service science teachers' scientific epistemological beliefs (SEBs) and conceptions of teaching and learning (COTL).
