Voices of future educators: Graduate students’ conceptions about teaching and learning in higher education

Abstract

Teaching and learning as a process and concept is often researched through the viewpoint of graduate students as future educators in their respective fields. The aim of this study was to explore graduate students’ conceptions, experiences, and advice about teaching and learning as they embark on their journey as educators. Through purposive sampling, data were collected from students in the final year of their master’s program in education at a large university in Saudi Arabia. A qualitative content analysis of students’ written responses revealed three main themes: 1) definitions of teaching and learning were either teacher-led (predominant) or student-focused; 2) practical activities and assignments framed students’ memorable experiences; and, 3) updated, diverse methodologies including practical applications formed the main advice for educators. Student conceptions of teaching and learning, while predominantly teacher-led, illustrated elements of student-centered learning. An underlying trend throughout the data was an awareness and description of the ongoing transition from teacher-centered/led to student-centered classrooms in their higher education experiences. Implications of this study include reflection on teaching and student-centered learning as a concept and process in graduate-level education programs and faculty academic development and reconsideration of the traditional faculty-student relationship to a more cooperative and involved one, particularly at the graduate level.