Strategic alertness and expanded awareness within sophisticated conceptions of teaching

By N. Entwistle, Paul Walker. 2000

209 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/11572c83879fbfac69805977977dd2c1191b4b42

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In Education

Citations in the corpus

Enablers and constraints to the use of inquiry-based learning in undergraduate education (2011, background): “Entwistle and Walker 2000 ) has shown that as teachers become more experienced, they are more likely to have a student-centred philosophy and thus may be more amenable to inquiry approaches.”
Threshold Concepts and Transformational Learning (2010, background): “In their exploration of professors’ developing conceptions of teaching, Entwistle and Walker (2002) characterise professors’ sophisticated, learning-centred conceptions of teaching as ‘lead[ing] to an expanded awareness – seeing additional goals for teaching and learning which were originally not…”
Rethinking Disorienting Dilemmas Within Real-Life Crises (2012, unknown): “…assumptions becoming problematic or a cognitive conflict have been seen as triggers of reflection and learning (see, e.g., Brookfield, 1987, 1994; Boud & Walker, 1998; Cranton, 2006; Dewey, 1933/1989; Entwistle & Walker, 2000; Illeris, 2007; Mezirow, 1998, 1991, 2000; Postareff, 2007; Rager, 2003).”
Teachers’ beliefs and intentions concerning teaching in higher education (2005, background): “These results are consistent with the notion that different teaching intentions result from different underlying conceptions of teaching (Biggs 1989; Entwistle and Walker 2000; Kember and Gow 1994; Sherman et al. 1987).”
From reflection to action? Barriers and bridges between higher education teachers’ thoughts and actions (2012, background): “These questions would be relevant in the context of university pedagogy, as, according to several scholars (see, for example, Entwistle and Walker 2000; Kreber 2004, 2005, 2006; Kreber and Castleden 2009; McAlpine and Weston 2000; McAlpine et al. 1999; Ottesen 2007; Postareff 2007), the value of…”
Teachers’ Conceptions of Teaching, and the Making of Specific Decisions in Planning to Teach (2006, unknown): “What is not in dispute from previous research is that such conceptions of teaching, sometimes very sophisticated as well as clearly articulated ( Entwistle and Walker 2002 ), can exist in teachers.”
Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education (2008, methodology): “Previous research has described the learning-focused approach to be more desirable (McKenzie, 1996) or more sophisticated (Entwistle & Walker, 2000) than the content-focused approach, which is described as more limited (McKenzie, 1996) than the learning-focused approach.”
Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography (2008, background): “Entwistle & Walker, 2000 ; Bond et al , 2006 ) moreover suggested that the continuum from teacher-centred to student-centred is developmental, i.”
Learning styles and pedagogy in post-16 learning: a systematic and critical review (2004, background): “They have therefore supplemented their analysis of approaches to learning with data from qualitative studies to explore the consistency and variability of learning approaches within specific contexts (see McCune and Entwistle 2000; Entwistle and Walker 2000).”
Significant conversations and significant networks – exploring the backstage of the teaching arena (2009, background): “For a fuller account of this process see Entwistle and Walker (2000). We will explore the social interactions between academic teachers which, from a socio-cultural perspective, influence their understanding of teaching and learning.”