Teaching and learning conceptions questionnaire: Difference between revisions
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Revision as of 17:49, 18 February 2019
Introduction
The Teaching and learning conceptions questionnaire (TLCQ) is a simple survey instrument developed by Chan (2001) [1] to measure beliefs in teaching. “These may be referred to as Traditional and Constructivist. In the Traditional Conception, teaching is seen as a non-problematic transfer of knowledge or an untransformed manner from an expert to a novice. Learning is then the absorption of this. In the Constructivist Conception, learning is the creation and acquisition of knowledge by the learner through reasoning and justification. Teaching is a provision and facilitation of the learning process rather than transmission of knowledge” (Chan and Elliot, 2004) [2]
Bibliography
References
- ↑ Chan, K. W. (2001). Validation of a measure of personal theories about teaching and learning. Paper presented in the AARE 2001 Conference held at Fremantle, Perth, 2–6 December, 2001.
- ↑ Chan, K.-W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817–831. http://doi.org/10.1016/J.TATE.2004.09.002
Bibliography
- Chan, K. W. (2001). Validation of a measure of personal theories about teaching and learning. Paper presented in the AARE 2001 Conference held at Fremantle, Perth, 2–6 December, 2001.