“Just tell us what we need to know”: examining conceptions of learning and teaching

Copping, Adrian (2007) “Just tell us what we need to know”: examining conceptions of learning and teaching. Practitioner Research in Higher Education, 1 (1). pp. 20-24.

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Abstract

This study explores students’ experiences of learning and teaching on the QTS primary four year degree. The participants were in their second year and had just begun their english curriculum module. The study aims to explore responses to two different teaching styles—one leaning towards a transmissional mode of delivery and the other more facilitated learning. The study aims to explore the themes of deep and surface approaches to learning as well as the participants’ conceptions of the lecturer’s role and explores which mode of delivery is more likely to foster a deep approach to learning. Underpinning this study is my journey from primary school teacher to teacher educator and from teacher-focused to student-centred learning.

Item Type: Article
Journal or Publication Title: Practitioner Research in Higher Education
Publisher: University of Cumbria
ISSN: 1755-1382
Departments: Faculty of Education, Arts and Business > Institute of Education > Initial Teacher Education > Early Years and Primary Undergraduate Partnership QG
Depositing User: Anna Lupton
Date Deposited: 14 Mar 2017 16:03
Last Modified: 15 Mar 2017 08:41
URI: http://insight.cumbria.ac.uk/id/eprint/2722

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