State of knowledge on teaching concepts in higher education: A decade of literature review
Teachers´ conceptions do not develop in isolation; their teaching methods depend on their academic, social, and economic contexts. The objective is to analyze the knowledge generated on teacher conceptions in higher education from 2013 to 2023, published in Dialnet and EBSCO. Twenty-five studies wer...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2026
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6211 |
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| Sumario: | Teachers´ conceptions do not develop in isolation; their teaching methods depend on their academic, social, and economic contexts. The objective is to analyze the knowledge generated on teacher conceptions in higher education from 2013 to 2023, published in Dialnet and EBSCO. Twenty-five studies were selected and analyzed, and it was found that most used qualitative methodologies. The main conclusions were the following: (1) teachers´ conceptions refer to a complex construct, as they have diverse interpretations; (2) conceptions have been most studied in the field of exact and natural sciences; (3) several objects or teachers' conceptions were identified, the most researched being teaching, and (4) implicit theories are the most widely theoretical approach used. |
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