Teaching and learning conceptions questionnaire: Difference between revisions
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The ''Teaching and learning conceptions questionnaire'' (TLCQ) is a simple survey instrument developed by Chan (2001) <ref>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. </ref> to measure beliefs in teaching. {{quotation|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) <ref>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</ref> | The ''Teaching and learning conceptions questionnaire'' (TLCQ) is a simple survey instrument developed by Chan (2001) <ref>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. </ref> to measure beliefs in teaching. {{quotation|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) <ref>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</ref> | ||
== Sample items == | |||
{| | |||
|- | |||
!Dimensions!! Items | |||
|- | |||
|Constructivist Conception | |||
| | |||
:It is important that a teacher understands the feelings of the students. | |||
:Good teachers always encourage students to think for answers themselves. | |||
:Learning means students have ample opportunities to explore, discuss and express their ideas. | |||
:Every child is unique or special and deserves an education tailored to his or her particular needs. | |||
|- | |||
|Traditional Conception | |||
| | |||
:During the lesson, it is important to keep students confined to the textbooks and the desks. | |||
:Learning means remembering what the teacher has taught. | |||
:Good students keep quiet and follow teacher's instruction in class. | |||
:Good teaching occurs when there is mostly teacher talk in the classroom. | |||
|} | |||
== Bibliography == | == Bibliography == |
Revision as of 17:51, 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]
Sample items
Dimensions | Items |
---|---|
Constructivist Conception |
|
Traditional Conception |
|
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.