Revisiting academics' beliefs about teaching and learning

By Katherine Samuelowicz, J. Bain. 2001

617 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/abaad672d198e1d1db3d2a160a36470e8e2be69f

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Growing and Developing as a University Teacher--Variation in Meaning (2003, background): “However, Samuelowicz and Bain (2001) have challenged the idea of an intermediate conceptual category, suggesting that all conceptions of teaching are primarily teacher-centred or studentcentred.”
The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions (2009, background): “…al., 2005; Mull et al., 2001; Reis et al., 1997; Wirt et al., 2004), the instructor’s epistemological beliefs (Kember 1997, 2001; Norton et al., 2005; Samuelowicz & Bain, 2001; Trigwell et al., 1999), and the use of instructional strategies that are congruent with students’ interests, beliefs, and…”
How approaches to teaching are affected by discipline and teaching context (2006, background): “…in relation to their efforts to activate students’ existing conceptions, and on encouraging them to construct their own knowledge and understandings (Samuelowicz & Bain, 1992, 2001; Prosser et al., 1994; Trigwell & Prosser, 1996; Biggs, 1999; Prosser & Trigwell, 1999; Vermunt & Verloop, 1999;…”
Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning (2005, background): “and learning, and approach their teaching in qualitatively different ways (Martin & Balla, 1991; Samuelowicz & Bain, 1992, 2002; Gow & Kember, 1993; Trigwell & Prosser, 1996).”
A new dimension to understanding university teaching (2004, background): “These studies have examined university teachers’ conceptions of and approaches to teaching (Dall’Alba, 1991; Martin & Balla, 1991; Samuelowicz & Bain, 1992, 2001; Martin & Ramsden, 1992; Gow & Kember, 1993; Kember, 1997; Pratt & Associates, 1998; Prosser & Trigwell, 1999, ch. 7; Wood, 2000), as…”
Consonance and dissonance in descriptions of teaching of university teachers (2008, neutral): “2000 ; Ho, Watkins, and Kelly 2001 ; Kember 1997 ; Kember and Kwan 2000 ; Prosser, Trigwell, and Taylor 1994 ; Samuelowicz and Bain 1992 , 2001 ).”
University students’ and teachers’ conceptions of teaching and learning in the biosciences (2010, result): “These results confirmed the proposal in other studies (Prosser and Trigwell 1999; Samuelowicz and Bain 2001; Trigwell and Prosser 1996b) that the approach to teaching is not stable, but changes depending on the teaching context (Lindblom-Yla ¨nne et al. 2006).”
A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning (2008, neutral): “7; Samuelowicz and Bain 1992 , 2001 ; Van Driel et al, 1997 ; Wood 2000 ).”
Identifying academics' orientations to assessment practice (2002, background): “The participants in this study were a sub-sample of those who contributed to a recent investigation of orientations to teaching and learning (Samuelowicz and Bain 2001), and as a consequence it was possible to examine the relationship between both sets of orientations.”
Student-centred and teacher-centred learning environments: what students think (2007, background): “Multiple studies can be found in which student-centred and teacher-centred learning environments are sharply contrasted (Kember, 1997 ; Jonassen & Land, 2000 ; Samuelowicz & Bain, 2001 ).”
Teachers’ beliefs and intentions concerning teaching in higher education (2005, methodology): “Although Gow and Kember (1993) used the latter term simply to refer to broad categories of con ceptions (see also Kember and Gow 1994; Kember 1997; Samuelowicz and Bain 2001), their questionnaire contained items that might refer to teaching intentions rather than to beliefs about teaching (for insta”
Including young people with disabilities: Assessment challenges in higher education (2007, methodology): “... in the area has tended more towards institutional-level issues such as, assessment and institutional quality and improvement (Cabrera, 2001; Peterson, 2000), student attrition and retention (Beck, 2001; Kahn, 2001), entry selection (Bridgeman, 1998; Mori, 2002; Young, 2000), methods and student ”
A follow-up study of the effect of pedagogical training on teaching in higher education (2008, background): “However, teachers should be helped to apply student-centred approaches instead of teacher-centred approaches (Trigwell and Prosser 1996; Samuelowicz and Bain 2001) because the student-centred approach to teaching is likely to have a positive effect on student learning (Trigwell et al.”
Factors related to pedagogical beliefs of teachers and technology integration (2011, background): “In terms of acquiring knowledge, teacher beliefs about teaching and learning can be broadly classified in the knowledge transmission category or knowledge construction category (Chan & Elliot, 2004; Samuelowicz & Bain, 2001).”
Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education (2008, background): “For example, Samuelowicz and Bain (2001) found that the intermediate category split into two major clusters, teaching-centred and learning-centred, with no evidence of a category positioned between them.”
The change in epistemological beliefs and beliefs about teaching and learning: a study among pre-service teachers (2009, positive): “They are: (1) teaching as a process of knowledge transmission; and (2) teaching as facilitating students' knowledge construction (Entwistle et al, 2000 ; Kane, Sandretto & Heath, 2002 ; Samuelowicz & Bian, 2001 ; Teo, Chai, Hung & Lee, 2008 ).”