In this paper, an attempt to reconceptualize university teachers’ conceptions of student learning in nine empirical studies is provided. Largely based on intended learning outcomes, four categories are found arranging on a continuum from lower level, i.e. storing/recalling atomised information and reproductive understanding, to higher level, i.e. reorganizing/modifying knowledge and change-in-way-of-thinking. The former conceptions lay foundation for teacher-centred approach to teaching while the latter conceptions set the ground for student-centred approach. Implications of this reconceptualizing for enhancing teaching quality are also discussed.
|Keywords:||Student-centred Approach, Conceptions of Student Learning, Conceptions of Teaching, Teaching Development|
Deputy Director, Quality Assurance Office, Haiphong Private University, Haiphong, Viet Nam
Doctorate Degree Student, Faculty of Education, University of Tasmania, Launceston, Tasmania, Australia
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