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: Simón Mendoza, Ruth Yareli, Montes Pacheco, Luz del Carmen
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Católica de Córdoba. Facultad de Educación 2026
Materias:
teaching
university professors
implicit theories
teacher's conceptions
enseñanza
docentes universitarios
teorías implícitas
concepciones docentes
Acceso en línea:https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6211
Aporte de:
Diálogos pedagógicos de Universidad Católica de Córdoba
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spelling I38-R392-article-62112026-05-01T04:23:33Z State of knowledge on teaching concepts in higher education: A decade of literature review Estado del conocimiento sobre concepciones docentes en educación superior: Una década de revisión de literatura Simón Mendoza, Ruth Yareli Montes Pacheco, Luz del Carmen teaching university professors implicit theories teacher's conceptions enseñanza docentes universitarios teorías implícitas concepciones docentes 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. Las concepciones de los docentes no se desarrollan de manera aislada; sus formas de enseñar dependen de los contextos escolares, sociales y económicos. El objetivo es analizar el conocimiento generado sobre las concepciones docentes, principalmente, en Latinoamérica. Se hizo una revisión sistemática de la literatura de investigaciones sobre concepciones docentes en educación superior de 2013 a 2023, publicadas en Dialnet y EBSCO. Se seleccionaron y analizaron 25 investigaciones, de las cuales se encontró que, en la mayoría, se emplearon metodologías cualitativas. Las principales conclusiones fueron las siguientes: 1) las concepciones docentes remiten a un constructo complejo, ya que tienen diversas interpretaciones; 2) en el área de ciencias exactas y naturales es donde más se han estudiado las concepciones; 3) se encontraron varios objetos de las concepciones docentes, siendo el más investigado el de la enseñanza y 4) el enfoque teórico más usado es el de las teorías implícitas. Universidad Católica de Córdoba. Facultad de Educación 2026-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6211 10.22529/dp.2026.24(47)02 Diálogos Pedagógicos; Vol. 24 Núm. 47 (2026): abril - septiembre 2026; 9-27 2524-9274 1667-2003 spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6211/9102 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6211/9103 Derechos de autor 2026 Ruth Yareli Simón Mendoza, Luz del Carmen Montes Pacheco https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Católica de Córdoba
institution_str I-38
repository_str R-392
container_title_str Diálogos pedagógicos
language Español
format Artículo revista
topic teaching
university professors
implicit theories
teacher's conceptions
enseñanza
docentes universitarios
teorías implícitas
concepciones docentes
spellingShingle teaching
university professors
implicit theories
teacher's conceptions
enseñanza
docentes universitarios
teorías implícitas
concepciones docentes
Simón Mendoza, Ruth Yareli
Montes Pacheco, Luz del Carmen
State of knowledge on teaching concepts in higher education: A decade of literature review
topic_facet teaching
university professors
implicit theories
teacher's conceptions
enseñanza
docentes universitarios
teorías implícitas
concepciones docentes
author Simón Mendoza, Ruth Yareli
Montes Pacheco, Luz del Carmen
author_facet Simón Mendoza, Ruth Yareli
Montes Pacheco, Luz del Carmen
author_sort Simón Mendoza, Ruth Yareli
title State of knowledge on teaching concepts in higher education: A decade of literature review
title_short State of knowledge on teaching concepts in higher education: A decade of literature review
title_full State of knowledge on teaching concepts in higher education: A decade of literature review
title_fullStr State of knowledge on teaching concepts in higher education: A decade of literature review
title_full_unstemmed State of knowledge on teaching concepts in higher education: A decade of literature review
title_sort state of knowledge on teaching concepts in higher education: a decade of literature review
description 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.
publisher Universidad Católica de Córdoba. Facultad de Educación
publishDate 2026
url https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6211
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first_indexed 2026-05-15T05:05:52Z
last_indexed 2026-05-15T05:05:52Z
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