Conceptions and Beliefs About “Good Teaching”: An integration of contrasting research areas

By N. Entwistle, D. Skinner, D. Entwistle, S. Orr. 2000

290 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0ed8c5319324c7474b8129a4e90d228877c5cab3

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Citations in the corpus

Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program (2005, background): “The term conception is used to describe a view of teaching held by teachers (Kember, 1997), but is also used interchangeably with such terms as belief, image, metaphor, and orientation ( Entwistle, Skinner, Entwistle, & Orr, 2000; Friedrichson & Dana, 2002).”
The change in epistemological beliefs and beliefs about teaching and learning: a study among pre-service teachers (2009, background): “In recent years, empirical findings have pointed to a possible relationship between one's beliefs about knowledge, beliefs about teaching (Brownlee, 2003 ; Entwistle, Skinner, Entwistle & Orr, 2000 ), and beliefs about learning (Chan & Elliott, 2004 ).”
Strategic alertness and expanded awareness within sophisticated conceptions of teaching (2000, background): “their idea of ‘good teaching’ were far from dispassionate about it ( Entwistle et al., 2000 ).”
Consonance and dissonance in descriptions of teaching of university teachers (2008, methodology): “Guskey 2000). In a recent review, Richardson (2005) reminds us that there is very little evidence to show that teachers’ conceptions of teaching would develop with increasing teaching experience, or as a result of formal training.”
Achievement Goal Theory: The Relationship of Accounting Students’ Goal Orientations with Self-efficacy, Anxiety, and Achievement (2015, background): “…and the level of assessment feedback is adequate for supporting their efforts toward incorporating deep learning approaches (Cope & 168 R. B. Dull et al. Staehr, 2005; Entwistle et al., 2000; Entwistle & McCune, 2004; Entwistle & Smith, 2002; Gow et al., 1994; Trigwell & Prosser, 1991a, 1991b).”
The effect of pedagogical training on teaching in higher education (2007, background): “If a teacher adopts a more student-centred approach to teaching, the students more likely adopt a deep approach to learning and focus on deeper understandings of the phenomena they are studying (e.g., Entwistle, Skinner, Entwistle, & Orr, 2000; Trigwell, Prosser, & Waterhouse, 1999).”
Judging university teaching (2001, background): “Entwistle et al. (2000) have described a similar synthesis at a conceptual level, while Elton (1998) has broadened the perspective by including levels of department and institution as well as the individual, and noting that the concept of teaching excellence is multidimensional.”
Personal epistemology and relational pedagogy in early childhood teacher education programs (2006, background): “It provides a means through which an expanded awareness of learning and teaching can be developed (Entwistle et al., 2000).”
Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong (2010, background): “…teaching strategies that emphasise the student’s self-motivation, self-reflection (and the fact that learning is a reflective and interactive process in which the role of the teacher is a facilitator – Biggs 1999; Entwistle et al. 2000), are identified as being in line with constructivist views.”
The influence of teachers’ teaching approaches on students’ learning approaches: the student perspective (2013, background): “If a teacher adopts a more teachercentred approach, focusing on transmitting knowledge, students are more likely to employ a surface approach to learning, characterised by a focus on reproduction (e.g. Entwistle et al. 2000; Trigwell, Prosser, and Waterhouse 1999).”
Beliefs about teaching and uses of technology among pre‐service teachers (2008, background): “Generally, these beliefs are broadly classified under the knowledge transmission category or the knowledge construction category (Entwistle, Skinner, Entwistle & Orr, 2000 ; Samuelowicz & Bian, 2001 ; Chan & Elliot, 2004 ).”
Emotions and confidence within teaching in higher education (2011, background): “Researchers have gradually begun to emphasise that teachers do express a variety of emotions when they describe their teaching (e.g. Entwistle et al. 2000; Hargreaves 1998).”
What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning (2017, methodology): “This is equivalent to the idea of knowledge concepts set out by Entwistle et al. (2000) and referred to in coaching by Abraham and colleagues (2006).”
The first year university experience: using personal epistemology to understand effective learning and teaching in higher education (2009, background): “There is a body of literature that focuses on epistemological beliefs and teachers’ work (e.g., Chan and Elliott 2000; Entwistle et al. 2000 ); however, there is little research on how epistemological beliefs are related to work integrated learning in general.”
University students’ and teachers’ conceptions of teaching and learning in the biosciences (2010, background): “Many studies on higher education have shown that learning outcomes are dependent on a complex network of factors that influence the teaching-learning environment, including teachers’ approaches to teaching, students’ approaches to learning, motivation, self-regulation and conceptions of learning and”
The relationship between conceptions of teaching and approaches to teaching (2006, background): “( 2000 ) have argued that the research into teachers’ beliefs or conceptions of teaching can be divided into two largely separate literatures relating to higher and secondary education.”