How approaches to teaching are affected by discipline and teaching context

By Sari Lindblom-Ylänne, K. Trigwell, Anne Nevgi, Paul Ashwin. 2006

656 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ebfa640dac5d63b129f90e2b0f2f83936b052a97

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In Education

In Social Psychology

Citations in the corpus

Consonance and dissonance in descriptions of teaching of university teachers (2008, background): “These results are in line with those reporting a correlation between hard disciplines and a more information transmission/teacher-focused approach to teaching, and between soft sciences and a more conceptual change/student-focused approach to teaching (Lindblom-Ylänne et al. 2006; Lueddeke 2003).”
Disciplinary Differences in Student Ratings of Teaching Quality (2011, background): “Teachers in hard disciplines have been found to be more likely to have teacher-centred conceptions of teaching (Lindblom-Ylänne et al. 2006), which means that, as students, new academics will have had considerable exposure to didactic teaching.”
The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty (2015, background): “Moreover, studies have found disciplinary differences in instructional practices and ways of thinking about teaching (Lindblom Ylänne et al. 2006; Norton et al. 2005; Singer 1996), which make it challenging to generalize the findings of the physics, engineering, and geosciences studies to other…”
Student-focused approaches to teaching in relation to context and teacher characteristics (2008, result): “This contradicts prior research by Lindblom-Yl?nne et al. (2006), which showed the student-focused teaching approach being sensitive to influences from the contextual variables of”
The influence of teachers’ teaching approaches on students’ learning approaches: the student perspective (2013, background): “Based on previous studies indicating differences in teaching approaches between disciplines (Lindblom-Ylänne et al. 2006), this study is conducted in language and mathematics courses in secondary education to explore differential effects.”
‘Teach as you preach’: the effects of student‐centred versus lecture‐based teaching on student teachers’ approaches to teaching (2010, background): “( 2006 ) found that teaching approaches varied across different teaching contexts, with the student‐focused approach being the most sensitive to contextual influences (Stes, Gijbels, and Van Petegem 2007).”
Factors affecting bioscience students’ academic achievement (2012, background): “In addition, science teachers are more likely to report more ‘‘teacher-focused’’ approaches to teaching (Lindblom-Ylänne et al. 2006) which may not encourage students to adopt a deep approach to learning.”
Instructional development for teachers in higher education: impact on teaching approach (2010, background): “Kember and Gow (1994) examined the relationship between orientation to teaching and quality of student learning at departmental level.”
The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education (2019, background): “The review is contextualized in engineering higher education because teaching in sciences and applied sciences has traditionally been more content-oriented and instructor-focused than student-centered [15].”
The development of academics' teacher identity: Enhancing reflection and task perception through a university teacher development programme (2015, background): “A comparison revealed a high consistency between the language versions (Lindblom-Ylänne et al., 2006).”
Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong (2010, background): “Research shows that ‘teachers who experience different contexts (as students themselves) may adopt different approaches to teaching in those different contexts’ (Lindblom-Ylanne et al. 2006, 294).”