Teacher educators’ conception of teaching and learning in teacher education institutions

dc.creator	Igwebuike, Thomas B.
dc.creator	Okandeji, Comfort O.
dc.creator	Ekwevugbe, Adams O.
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:50Z
dc.date.available	2015-07-20T22:16:50Z
dc.identifier	2243-7703
dc.identifier	2243-7711
dc.identifier	https://doaj.org/article/c5279504944c4f8980660ba2861e5030
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18676
dc.description	Effectiveness of teaching reflects interplay among a number of teacher-variables prominent among which is the teacher’s conceptions of teaching and learning. In educational institutions where teachers are educated, the influence of these conceptions on effectiveness is geometric. This is because teacher educators are teachers of teachers and most teachers teach the way they were taught. Two major conceptions of teaching (traditionalist/transmissive and contemporary/constructivist) have been delineated. The purpose of this study was to determine if a majority of teacher educators in Colleges of Education, Delta State Nigeria have contemporary/constructivist conceptions of teaching, and if teacher variables (qualification, discipline and experience) would influence their conceptions. A customized instrument was administered to 179 teacher educators selected through the use of cluster sampling technique. Results indicated that; a majority of the teacher educators had traditionalist /transmissive conceptions of teaching and learning, qualification and discipline did not influence their conceptions, inexperienced teacher educators had conceptions that were more inclined to contemporary/constructivist conceptions than the experienced teacher educators. Implications of these results for improvement of teacher education programs and for further research have been drawn.
dc.language	English
dc.publisher	Consortia Academia Publishing
dc.relation	http://www.consortiacademia.org/index.php/ijrse/article/view/96
dc.relation	https://doaj.org/toc/2243-7703
dc.relation	https://doaj.org/toc/2243-7711
dc.rights	CC BY-NC-ND
dc.source	International Journal of Research Studies in Education, Vol 2, Iss 2, Pp 43-52 (2013)
dc.subject	conceptions of teaching
dc.subject	constructivist conceptions of teaching
dc.subject	transmissive conceptions of teaching
dc.subject	teacher educators
dc.subject	teacher education
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Teacher educators’ conception of teaching and learning in teacher education institutions
dc.type	article