Seeing the point: conceptions of learning and teaching
for transfer and influences on teaching practice
Seeing the point: conceptions of learning and teaching
for transfer and influences on teaching practice
This research explored the relationship between lecturers’ conceptions of transferability of
learning and the influence of this on their teaching practice. The central proposition was
that if transferability of learning lies at the heart of teaching, then lecturers should have
specific conceptions of transfer which underpin and feature in their teaching.
The research was a qualitative study comparing the teaching of two different courses in
similar subject areas at one university. One course had a professional vocational orientation
and the other was a more generic degree programme. The main methods of investigation
were semi – structured interviews, observations and focus groups. Data were analysed
using a variety of processes but focusing particularly on exploring variations and internal
relationships common to phenomenographical techniques. A matrix framework was
produced, locating lecturers’ conceptions of teaching for transfer with observations of their
practice.
One of the main findings was that lecturers did hold conceptions of teaching for transfer
and there was a marked difference between those held by psychology lecturers and those by
social work lecturers. Secondly there was some evidence that these conceptions did
influence teaching practice and that transfer techniques occurred most frequently when
teachers drew on experience whether their own or those of students.
These findings build upon and extend previous research associated with conceptions of
learning and teaching by adding the dimension of ‘focus on transfer’. The greater the focus
on transfer and this was particularly so with the social work lecturers who used more of the
teaching for transfer techniques than the psychology lecturers, the more able students were
to ‘see the point’ and apply their learning. Being explicit with students about why any
aspect of the curriculum was relevant and how it could be applied, facilitated the learning
transfer process.
Collins, Roz
c28327a3-399a-4acf-bcf4-78c6da0e7e81
September 2008
Collins, Roz
c28327a3-399a-4acf-bcf4-78c6da0e7e81
Simons, Helen
3f029b50-c852-4ba6-9cbf-2a3b6e2a5c33
Collins, Roz
(2008)
Seeing the point: conceptions of learning and teaching
for transfer and influences on teaching practice.
University of Southampton, School of Education, Doctoral Thesis, 239pp.
Record type:
Thesis
(Doctoral)
Abstract
This research explored the relationship between lecturers’ conceptions of transferability of
learning and the influence of this on their teaching practice. The central proposition was
that if transferability of learning lies at the heart of teaching, then lecturers should have
specific conceptions of transfer which underpin and feature in their teaching.
The research was a qualitative study comparing the teaching of two different courses in
similar subject areas at one university. One course had a professional vocational orientation
and the other was a more generic degree programme. The main methods of investigation
were semi – structured interviews, observations and focus groups. Data were analysed
using a variety of processes but focusing particularly on exploring variations and internal
relationships common to phenomenographical techniques. A matrix framework was
produced, locating lecturers’ conceptions of teaching for transfer with observations of their
practice.
One of the main findings was that lecturers did hold conceptions of teaching for transfer
and there was a marked difference between those held by psychology lecturers and those by
social work lecturers. Secondly there was some evidence that these conceptions did
influence teaching practice and that transfer techniques occurred most frequently when
teachers drew on experience whether their own or those of students.
These findings build upon and extend previous research associated with conceptions of
learning and teaching by adding the dimension of ‘focus on transfer’. The greater the focus
on transfer and this was particularly so with the social work lecturers who used more of the
teaching for transfer techniques than the psychology lecturers, the more able students were
to ‘see the point’ and apply their learning. Being explicit with students about why any
aspect of the curriculum was relevant and how it could be applied, facilitated the learning
transfer process.
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More information
Published date: September 2008
Organisations:
University of Southampton
Identifiers
Local EPrints ID: 67472
URI: http://eprints.soton.ac.uk/id/eprint/67472
PURE UUID: 273845dd-e406-4b21-ba27-7a1364a943bb
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Date deposited: 27 Aug 2009
Last modified: 13 Mar 2024 18:52
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Author:
Roz Collins
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