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acessibilidade

http://hdl.handle.net/10071/21441
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acessibilidade
DC FieldValueLanguage
dc.contributor.authorChaleta, E.-
dc.contributor.authorSaraiva, M.-
dc.date.accessioned2021-01-21T13:37:22Z-
dc.date.available2021-01-21T13:37:22Z-
dc.date.issued2021-
dc.identifier.issn2241-1402-
dc.identifier.urihttp://hdl.handle.net/10071/21441-
dc.description.abstracthis study investigates the conceptions of university teachers linked to the initial formation of teachers about what it is to learn at the University. The qualitative phenomenographic study presented was carried out with ten university teachers with more than 15 years of professional activity at the University and with an average age of 52 years, nine of whom are female and one male. The results showed stability in the conceptions of learning compared to previous studies; two main macro categories have been identified: superficial conceptions and deep conceptions. Learning conceptions were also identified as a process and as the development of social skills. In summary, teachers expressed different meanings of learning, and it should be noted that learning emerged conceptualized in a multidimensional and multifaceted way. In this group of teachers, different ways of conceptualizing learning are found, so the results point to the coexistence in the same subject of several conceptions about what it is to learn, and not a hierarchical structure of the conceptions in which the reproductive or superficial conception appears as subordinate to the transformative or profound conception. The results point to an inter-correlated model as a better descriptor of teachers' thinking about the nature of learning given the plurality of conceptions.eng
dc.language.isoeng-
dc.publisherAcademia-
dc.relationPTDC/ CED-EDG/29252/2017-
dc.relationUIDB/00315/2020-
dc.rightsopenAccess-
dc.subjectConceptions of learningeng
dc.subjectSuperficial and deep conceptionseng
dc.subjectUniversity teacherseng
dc.subjectHigher educationeng
dc.subjectPhenomenographic approacheng
dc.titleLearning at the university - conceptions of university teacherseng
dc.typearticle-
dc.pagination53 - 71-
dc.peerreviewedyes-
dc.journalAcademia-
dc.number22-
degois.publication.firstPage53-
degois.publication.lastPage71-
degois.publication.issue22-
degois.publication.titleLearning at the university - conceptions of university teacherseng
dc.date.updated2021-01-21T13:37:00Z-
dc.description.versioninfo:eu-repo/semantics/publishedVersion-
dc.identifier.doi10.26220/ACA.3524-
dc.subject.fosDomínio/Área Científica::Ciências Sociais::Psicologiapor
dc.subject.fosDomínio/Área Científica::Ciências Sociais::Economia e Gestãopor
dc.subject.fosDomínio/Área Científica::Ciências Sociais::Ciências da Educaçãopor
iscte.identifier.cienciahttps://ciencia.iscte-iul.pt/id/ci-pub-77849-
Appears in Collections:BRU-RI - Artigos em revistas científicas internacionais com arbitragem científica

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