Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching
Bibliographic Data
| ID | 16913635 |
|---|---|
| Authors | Yilmaz Soysal (0000-0003-1352-8421, Istanbul Aydın University, corresponding author), Somayyeh Soysal (Istanbul Aydın University) |
| Year | 2023 |
| Volume | 13 |
| Issue | 2 |
| Publication date | 2023-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440231181437 |
| OpenAlex | W4380992987 |
| Language | EN |
| Citations received | 1 |
| References cited | 54 |
The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors’ conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes of teaching from each other. In addressing these two issues, first, the present study established a phenomenographic argument regarding prospective teachers’ (PTs) experience-based conceptions of the teaching phenomenon. Second, the current study considers teaching phenomenon in a broader sense within five hierarchical categories: monological, dialogical, dialectical, adaptive-pragmatic, and reflective. A phenomenographic research was conducted to comprehend 39 senior PTs’ teaching conceptions. It is concluded that the PTs mainly experienced and reported three focused dimensions of the phenomenon: monological, dialogical, and dialectical. However, two more sophisticated dimensions, adaptive-pragmatic and reflective teaching, were absent in the PTs’ experienced-based conceptions. Finally, suggestions are offered for educators who considerably fluctuate the PTs’ experiential cognition of the instruction and related conceptions of enacted teaching
Dialectic · Dialogical self · Epistemology · Experiential learning · Higher education · Mathematics education · Pedagogy · Phenomenography · Phenomenon · Philosophy of education · Sociology · Teaching method · Education Practices and Challenges · Educator Training and Historical Pedagogy · Medicine · Philosophy · Psychology · Social Psychology · Teacher Education and Leadership Studies
Redefining teaching, re‐imagining teacher education
Variation and commonality in phenomenographic research methods
Expanding on prior conceptualizations of teacher noticing
Theory Construction Methodology
Developing a Phenomenographic Argument for Science Teacher Educators’ Conceptions Regarding Question-Asking
Theoretical foundations of phenomenography
Supporting reflection and reflective practice in an initial teacher education programme
On the compatibility of dialogism and dialectics
I speak prose and I now know it.” Personal development trajectories among teacher educators in a professional development community
Prospective teachers development of adaptive expertise
Stability and change in US prospective teachers’ beliefs and decisions about diversity and learning to teach
Developing dialogic teaching
Interactive micro-processes in classroom discourse
Practice Makes Practice
Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue
Uncovering the Skills That Preservice Teachers Bring to Teacher Education
Understanding "Core Practices" and "Practice-Based" Teacher Education
Personal theories of teaching
Critiquing Teacher Preparation Research
Teaching Experience, Teachers' Beliefs, and Self-Reported Classroom Management Practices
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |