Pedagogical conceptions of university teaching: A starting point for teacher change

Abstract

We present a research project which has been carried out within the framework of a pioneering program that has been developed in recent years at the University of Seville, the aim of which is to understand the participants’ conceptions of their teaching in order to make them evolve towards a model centred on learning. In this article we approach a study of the conceptions of the discipline itself and of the learning that teachers have, as well as on their beliefs linked to the construction of their professional teaching identity before starting the training program. We have used an open-ended questionnaire and these have been coded using a system of categories with a progression hypothesis of 3 values. The results show a clear predominance of information units with a lower level of complexity, where teachers preferably identify with their work as researchers and consider teaching to be an academic obligation. At the same time, their conception of teaching focuses on teaching and places little value on the participation of students in the learning process. As for the conception of the discipline itself, we find evidence of an absolutist and static conception of scientific knowledge without social implications. Along with this, more evolved units of information appear, which reveal the possibility of transitions to more complex conceptions. The conclusions of the study show us possible and useful ways to guide training itineraries for university teachers.