Teaching conceptions and approaches: Do qualitative results support survey data?

Abstract

Introduction: This study examined preservice teachers' teaching conceptions and approaches measured quantitatively and qualitatively in order to identify any convergence of findings. Additionally, any changes in conceptions and approaches towards a student-or teacher-centred orientation upon completion of a training course were compared. Method: Preservice teachers completed a scale on approaches to teaching and answered open-ended questions on teaching before and after an initial teacher training programme. Results and conclusions: Inconsistencies in the results suggest that research on teaching and learning should use a combination of techniques in order to ensure that phenomena are accurately examined so that appropriate educational decisions are made.