Teachers’ Conceptions of Teaching, and the Making of Specific Decisions in Planning to Teach

By M. Eley. 2006

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Researching design practices and design cognition: contexts, experiences and pedagogical knowledge‐in‐pieces (2011, background): “…and pedagogical p-prims are activated in different contexts. p-prims help explain how it is that teachers can appear to espouse contradictory pedagogical views when asked to think about different specific teaching contexts (see Kane, Sandretto, and Heath 2002; Eley 2006; Postareff et al. 2008).”
Consonance and dissonance in descriptions of teaching of university teachers (2008, background): “Another central finding of the studies is a distinction between two contrasting conceptions of teaching, emphasising either information transmission or conceptual change (Eley 2006; Entwistle et al. 2000; Ho, Watkins, and Kelly 2001; Kember 1997; Kember and Kwan 2000; Prosser, Trigwell, and Taylor 1”
A follow-up study of the effect of pedagogical training on teaching in higher education (2008, methodology): “Gibbs and Coffey (2004) showed, by using the Approaches to Teaching Inventory (Prosser and Trigwell 1999) that by the end of the 4-18 month training programs teachers became less teacher centred and more student-centred.”