Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching
The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors’ conceptions of teaching are inquired into by discriminat...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2023-06-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231181437 |
| _version_ | 1797802382793375744 |
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| author | Yilmaz Soysal Somayyeh Soysal |
| author_facet | Yilmaz Soysal Somayyeh Soysal |
| author_sort | Yilmaz Soysal |
| collection | DOAJ |
| description | The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors’ conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes of teaching from each other. In addressing these two issues, first, the present study established a phenomenographic argument regarding prospective teachers’ (PTs) experience-based conceptions of the teaching phenomenon. Second, the current study considers teaching phenomenon in a broader sense within five hierarchical categories: monological, dialogical, dialectical, adaptive-pragmatic, and reflective. A phenomenographic research was conducted to comprehend 39 senior PTs’ teaching conceptions. It is concluded that the PTs mainly experienced and reported three focused dimensions of the phenomenon: monological, dialogical, and dialectical. However, two more sophisticated dimensions, adaptive-pragmatic and reflective teaching, were absent in the PTs’ experienced-based conceptions. Finally, suggestions are offered for educators who considerably fluctuate the PTs’ experiential cognition of the instruction and related conceptions of enacted teaching. |
| first_indexed | 2024-03-13T05:04:52Z |
| format | Article |
| id | doaj.art-72401657336e4b6eb200c8ffbd1eb81f |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-03-13T05:04:52Z |
| publishDate | 2023-06-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-72401657336e4b6eb200c8ffbd1eb81f2023-06-16T18:04:06ZengSAGE PublishingSAGE Open2158-24402023-06-011310.1177/21582440231181437Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of TeachingYilmaz Soysal0Somayyeh Soysal1Istanbul Aydin University, TurkeyIstanbul Aydin University, TurkeyThe related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors’ conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes of teaching from each other. In addressing these two issues, first, the present study established a phenomenographic argument regarding prospective teachers’ (PTs) experience-based conceptions of the teaching phenomenon. Second, the current study considers teaching phenomenon in a broader sense within five hierarchical categories: monological, dialogical, dialectical, adaptive-pragmatic, and reflective. A phenomenographic research was conducted to comprehend 39 senior PTs’ teaching conceptions. It is concluded that the PTs mainly experienced and reported three focused dimensions of the phenomenon: monological, dialogical, and dialectical. However, two more sophisticated dimensions, adaptive-pragmatic and reflective teaching, were absent in the PTs’ experienced-based conceptions. Finally, suggestions are offered for educators who considerably fluctuate the PTs’ experiential cognition of the instruction and related conceptions of enacted teaching.https://doi.org/10.1177/21582440231181437 |
| spellingShingle | Yilmaz Soysal Somayyeh Soysal Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching SAGE Open |
| title | Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching |
| title_full | Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching |
| title_fullStr | Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching |
| title_full_unstemmed | Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching |
| title_short | Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching |
| title_sort | establishing a nuanced phenomenographic argument for the prospective teachers conceptions of teaching |
| url | https://doi.org/10.1177/21582440231181437 |
| work_keys_str_mv | AT yilmazsoysal establishinganuancedphenomenographicargumentfortheprospectiveteachersconceptionsofteaching AT somayyehsoysal establishinganuancedphenomenographicargumentfortheprospectiveteachersconceptionsofteaching |