Changes in teaching conceptions and emotions through classroom improvement cycles: A study with university science professors

Abstract

This work analyzes the progression of teaching conceptions and emotions among sixteen university science professors who participated in an instructor training course focusing on the Classroom Improvement Cycles. The methodology is based on content analysis techniques from an open questionnaire taken prior to the training course and from a summary report after the course. The results indicate that the participants experienced changes in their teaching that was initially focused on the instructor and subject matter to then become more focused on their students' active learning. Moreover, the results indicate that changes in conceptions and teaching also involved emotional changes and that the student factor is relevant in this process. In conclusion, it is confirmed that the training course has led to significant changes in the participants' teaching model.