Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning

By Michael Prosser, P. Ramsden, K. Trigwell, E. Martin. 2003

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Consonance and dissonance in descriptions of teaching of university teachers (2008, background): “( 2003 ) investigated dissonant forms of university teaching and their relation to student learning, with 408 university teachers and over 8000 first‐year university students across 51 different units of study.”
Teachers’ beliefs and intentions concerning teaching in higher education (2005, background): “Prosser and Trigwell (1997) devised an additional instrument, the Perceptions of the Teaching Environment Inventory, to measure various aspects of the perceived teaching context.”
Student-focused approaches to teaching in relation to context and teacher characteristics (2008, background): “Lindblom-Yla ¨ nne et al., 2006; Lueddeke, 2003; Nevgi et al., 2004; Singer, 1996) Status and teaching experience ( Prosser et al., 2003; Singer, 1996)”
The influence of teachers’ teaching approaches on students’ learning approaches: the student perspective (2013, background): “Also Prosser et al. (2003) found that there might be more dissonance in teacher profiles in hard sciences than teachers in soft sciences.”