Proceedings of The 4th World Conference on Research in Teaching and Education
Personal Epistemology and Conceptions about Teaching and Learning: A New Look from the Transitory Perspective
Duong Thi Ngoc Ngan,Hercz Maria
Relying on Fox’s argument (1990) about how the building theory function as the bridge to the developed theories coupling with providing empirical evidence, the current paper offer justification supporting for Kember’s proposal (1997, in the review of 13 articles) of the fifth conception as the transitory standing firm out of Samuelowicz & Bain’s challenge (2002). That leads the researchers to the recognition of limitation of and suggestion for modification of framing academics’ conceptions about teaching and learning in respect to learning model and theory in literature (Howard et al., 2000 ; Prawat, 1992 ). The conceptions about teaching and learning are not associated with two but three learning models, from behavioral to cognitivist and social constructivist modes of learning, instead, behavioral or traditional and progressive/constructivist. Accordingly, subcategories of the fifth conception are associated with cognitivist constructivism learning theory and model rather than being left unattended, and those of the student-centered orientations are with social constructivist, instead merely termed constructivist. The entailed concern emerged from these newly discovered issues is if academics’ epistemological beliefs are in any relationship to their teaching conception situated at the cognitivist constructivist learning theory. This can be seen as the big gap in Chan and Elliot’s study (2004) with the last aim at investigating the connection between student teachers’ epistemological belief and their conception of teaching.
keywords: conceptions about teaching and learning; cognitivist; social constructivist; theory of learning; epistemological beliefs.