Towards a Consensus: Harmonizing Definitions and Consistency in Terminology Use of Conceptions of Teaching in Higher Education. A Systematic Literature Review.
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| Title: | Towards a Consensus: Harmonizing Definitions and Consistency in Terminology Use of Conceptions of Teaching in Higher Education. A Systematic Literature Review. |
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| Authors: | MLADENOVICI, Velibor1 velibor.mladenovici@e-uvt.ro, CRAȘOVAN, Mariana2 mariana.crasovan@e-uvt.ro, ILIE, Marian D.3 marian.ilie@e-uvt.ro |
| Source: | Journal of Educational Sciences / Revista de Științe ale Educației. 2024, Issue 1, p4-32. 29p. |
| Subject Terms: | *Electronic information resource searching, *Internet searching, Science databases, Phenomenology, Web databases |
| Abstract: | Teaching conceptions in higher education, or so-called academics' conceptions of teaching (ACTs), are essential in informing teaching behaviors and influencing students' learning. Consequently, several attempts have been made since the 1990s to understand what ACTs represent and how they can be developed towards student-centered teaching. However, the expected results did not occur as planned because ACTs were frequently misinterpreted mainly because of the similarities with teaching beliefs and other comparable concepts like cognitions about teaching or perspectives of teaching. Hence, many fundamental issues still need to be solved (e.g., ACTs definition, terminology use, measurement, etc.). The present systematic literature review aimed to clarify the conceptual discrepancies in the ACTs' definitions and terminology and propose a consensus regarding the most appropriate working definition and terminological use. We analyzed 1123 studies using systematic online searching in the Web of Science Database and citation searching. After the eligibility process, we came across 78 eligible articles. The results showed that most of the studies used the terminology and definitions of "conceptions of teaching" (Pratt, 1992) to the detriment of the "beliefs of teaching" or another related term. Even though the concepts "conceptions of teaching" and "beliefs of teaching" come from different theoretical perspectives--where "conceptions" originate from a phenomenological approach, characterized by qualitative methodologies, and "beliefs" come from a cognitive approach, represented by quantitative studies--most studies used them interchangeably. However, the authors only extremely rarely (N = 2) appeared aware of this interchangeability and explicitly mentioned it. While the "conceptions of teaching" emerged as the most utilized term, Pratt's (1992) definition was the most often employed definition of ACTs. We advocate for consistency in teaching conceptions, research definitions, and terminological use, paramount for diminishing the risk of misinterpretation, comparing, and synthesizing findings, as well as straightforward communication among educationalists, researchers, and policymakers. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Sciences / Revista de Științe ale Educației is the property of West University of Timisoara, Faculty of Sociology & Psychology, Department of Educational Sciences and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179151989 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Towards a Consensus: Harmonizing Definitions and Consistency in Terminology Use of Conceptions of Teaching in Higher Education. A Systematic Literature Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22MLADENOVICI%2C+Velibor%22">MLADENOVICI, Velibor</searchLink><relatesTo>1</relatesTo><i> velibor.mladenovici@e-uvt.ro</i><br /><searchLink fieldCode="AR" term="%22CRAȘOVAN%2C+Mariana%22">CRAȘOVAN, Mariana</searchLink><relatesTo>2</relatesTo><i> mariana.crasovan@e-uvt.ro</i><br /><searchLink fieldCode="AR" term="%22ILIE%2C+Marian+D%2E%22">ILIE, Marian D.</searchLink><relatesTo>3</relatesTo><i> marian.ilie@e-uvt.ro</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Sciences+%2F+Revista+de+Științe+ale+Educației%22">Journal of Educational Sciences / Revista de Științe ale Educației</searchLink>. 2024, Issue 1, p4-32. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Electronic+information+resource+searching%22">Electronic information resource searching</searchLink><br />*<searchLink fieldCode="DE" term="%22Internet+searching%22">Internet searching</searchLink><br /><searchLink fieldCode="DE" term="%22Science+databases%22">Science databases</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Web+databases%22">Web databases</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teaching conceptions in higher education, or so-called academics' conceptions of teaching (ACTs), are essential in informing teaching behaviors and influencing students' learning. Consequently, several attempts have been made since the 1990s to understand what ACTs represent and how they can be developed towards student-centered teaching. However, the expected results did not occur as planned because ACTs were frequently misinterpreted mainly because of the similarities with teaching beliefs and other comparable concepts like cognitions about teaching or perspectives of teaching. Hence, many fundamental issues still need to be solved (e.g., ACTs definition, terminology use, measurement, etc.). The present systematic literature review aimed to clarify the conceptual discrepancies in the ACTs' definitions and terminology and propose a consensus regarding the most appropriate working definition and terminological use. We analyzed 1123 studies using systematic online searching in the Web of Science Database and citation searching. After the eligibility process, we came across 78 eligible articles. The results showed that most of the studies used the terminology and definitions of "conceptions of teaching" (Pratt, 1992) to the detriment of the "beliefs of teaching" or another related term. Even though the concepts "conceptions of teaching" and "beliefs of teaching" come from different theoretical perspectives--where "conceptions" originate from a phenomenological approach, characterized by qualitative methodologies, and "beliefs" come from a cognitive approach, represented by quantitative studies--most studies used them interchangeably. However, the authors only extremely rarely (N = 2) appeared aware of this interchangeability and explicitly mentioned it. While the "conceptions of teaching" emerged as the most utilized term, Pratt's (1992) definition was the most often employed definition of ACTs. We advocate for consistency in teaching conceptions, research definitions, and terminological use, paramount for diminishing the risk of misinterpretation, comparing, and synthesizing findings, as well as straightforward communication among educationalists, researchers, and policymakers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Sciences / Revista de Științe ale Educației is the property of West University of Timisoara, Faculty of Sociology & Psychology, Department of Educational Sciences and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179151989 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.35923/JES.2024.1.01 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 4 Subjects: – SubjectFull: Electronic information resource searching Type: general – SubjectFull: Internet searching Type: general – SubjectFull: Science databases Type: general – SubjectFull: Phenomenology Type: general – SubjectFull: Web databases Type: general Titles: – TitleFull: Towards a Consensus: Harmonizing Definitions and Consistency in Terminology Use of Conceptions of Teaching in Higher Education. A Systematic Literature Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: MLADENOVICI, Velibor – PersonEntity: Name: NameFull: CRAȘOVAN, Mariana – PersonEntity: Name: NameFull: ILIE, Marian D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 14547678 Numbering: – Type: issue Value: 1 Titles: – TitleFull: Journal of Educational Sciences / Revista de Științe ale Educației Type: main |
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