Perspectives on teaching and regulation of learning: a comparison of secondary and university teachers

被引：7

作者：

Oolbekkink-Marchand, H. W. ^{[1
]}

Van Driel, J. H. ^{[2
]}

Verloop, N. ^{[2
]}

机构：

[1] Radboud Univ Nijmegen, Grad Sch Educ, NL-6500 HD Nijmegen, Netherlands

[2] Leiden Univ, Grad Sch Teaching, Leiden, Netherlands

来源：

TEACHING IN HIGHER EDUCATION | 2014年 / 19卷 / 07期

关键词：

perspectives; secondary education; university education; teaching; regulation of learning; CONCEPTIONS; BELIEFS;

D O I：

10.1080/13562517.2014.934342

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Many factors play a role in the successful transition of students from secondary to university education: one of them is the (university) teacher. In this study the similarities and differences in the perspectives on teaching and learning of secondary and university teachers were investigated. A survey was performed among 675 teachers. Three perspectives on teaching and learning could be distinguished: (1) a development orientation with shared regulation, (2) a knowledge orientation with strong regulation, and (3) an opinion orientation with loose regulation. Secondary teachers scored higher on the first perspective than university teachers who scored higher on the third perspective. These findings have implications for the transition of students from pre-university to university education and especially for teachers' roles.

引用

页码：799 / 811

页数：13

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