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Teachers and Teaching
theory and practice
Volume 12, 2006 - Issue 6
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Original Articles

The relationship between conceptions of teaching and approaches to teaching

Bick‐Har Lam Hong Kong Institute of Education, Hong KongCorrespondence[email protected]
&
David Kember Chinese University of Hong Kong, Hong Kong
Pages 693-713 | Published online: 24 Jan 2007

Citations (28)

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Read on this site (15)

Habtamu Gebrekidan & Assefa Zeru. (2023) Effects of portfolio-based assessment on EFL students’ conceptions and approaches to writing. Cogent Education 10:1.
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Tarja Tuononen, Heidi Hyytinen, Katri Kleemola, Telle Hailikari & Auli Toom. (2023) Generic skills in higher education – teachers’ conceptions, pedagogical practices and pedagogical training. Teaching in Higher Education 0:0, pages 1-18.
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Wenxiao Zhang, Yanqing Li & Jing Wang. (2023) How do undergraduate students’ conceptions of teaching affect their intentions for presentation?. Educational Psychology 43:4, pages 363-383.
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Wondifraw Dejene. (2020) Conceptions of teaching & learning and teaching approach preference: Their change through preservice teacher education program. Cogent Education 7:1.
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Wondifraw Dejene, Alemayehu Bishaw & Asrat Dagnew. (2018) Preservice teachers’ approaches to learning and their teaching approach preferences: Secondary teacher education program in focus. Cogent Education 5:1.
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Mansoor Tavakoli & Somayeh Baniasad-Azad. (2017) Teachers’ conceptions of effective teaching and their teaching practices: a mixed-method approach. Teachers and Teaching 23:6, pages 674-688.
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Reelika Suviste, Noona Kiuru, Anu Palu & Eve Kikas. (2016) Classroom management practices and their associations with children’s mathematics skills in two cultural groups. Educational Psychology 36:2, pages 216-235.
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Michel Grangeat. (2016) Dimensions and Modalities of Inquiry-Based Teaching: Understanding the Variety of Practices. Education Inquiry 7:4.
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Sérgio Gaitas & Margarida Alves Martins. (2015) Relationships between primary teachers’ beliefs and their practices in relation to writing instruction. Research Papers in Education 30:4, pages 492-505.
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Annabel Watson. (2015) The problem of grammar teaching: a case study of the relationship between a teacher's beliefs and pedagogical practice. Language and Education 29:4, pages 332-346.
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Dale L. Taylor & Shirley Booth. (2015) Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change. International Journal of Science Education 37:8, pages 1299-1320.
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Benny Hin Wai Yung, Yan Zhu, Siu Ling Wong, Man Wai Cheng & Fei Yin Lo. (2013) Teachers’ and Students’ Conceptions of Good Science Teaching. International Journal of Science Education 35:14, pages 2435-2461.
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Barley Mak & Pakey Chik. (2011) Differences in perceived approaches to learning and teaching English in Hong Kong secondary schools. Educational Review 63:2, pages 195-218.
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Krista Uibu, Eve Kikas & Kristiina Tropp. (2011) Instructional approaches: differences between kindergarten and primary school teachers. Compare: A Journal of Comparative and International Education 41:1, pages 91-111.
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Leena Paakkari, Paivi Tynjälä & Lasse Kannas. (2010) Student teachers’ ways of experiencing the teaching of health education. Studies in Higher Education 35:8, pages 905-920.
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Articles from other publishers (13)

Uyen Nu Thuy Nguyen & David Kember. (2023) University lecturers’ conceptions of online teaching in distance education courses in Vietnamese higher education. Higher Education.
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Emine Nur ÜNVEREN BİLGİÇ. (2022) The relationship between technological pedagogical content knowledge of mathematics teacher candidates and teaching mathematics anxiety. Journal of Educational Technology and Online Learning 5:3, pages 619-635.
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Feifei Han. (2022) Sustainable Teaching Strategies to Teach Indigenous Students: Their Relations to Students’ Engaged Learning and Teachers’ Self-Concept. Sustainability 14:17, pages 10973.
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Feifei Han & Sheila Degotardi. (2020) Infant Educators’ Reported Conceptions of, and Approaches to, Infant Language Development: How do They Relate to Educator Qualification Level?. Early Childhood Education Journal 49:2, pages 259-271.
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Wei Lin, Hongbiao Yin, Ching-Sing Chai & Wenlan Wang. (2020) Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China. The Asia-Pacific Education Researcher 29:6, pages 581-592.
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Reelika Suviste, Anu Palu, Eve Kikas & Noona Kiuru. (2016) The role of teacher-related factors in mathematics skills between children attending Estonian-speaking and Russian-speaking schools. European Journal of Psychology of Education 32:3, pages 501-520.
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Claire Englund. (2017) Exploring approaches to teaching in three-dimensional virtual worlds. The International Journal of Information and Learning Technology 34:2, pages 140-151.
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Leena Paakkari, Päivi Tynjälä, Minna Torppa, Jari Villberg & Lasse Kannas. (2015) The development and alignment of pedagogical conceptions of health education. Teaching and Teacher Education 49, pages 11-21.
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Erika Löfström & Katrin Poom-Valickis. (2013) Beliefs about teaching: Persistent or malleable? A longitudinal study of prospective student teachers' beliefs. Teaching and Teacher Education 35, pages 104-113.
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Karthigeyan Subramaniam. (2012) Minority Preservice Teachers’ Conceptions of Teaching Science: Sources of Science Teaching Strategies. Research in Science Education 43:2, pages 687-709.
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Philippe Wanlin & Marcel Crahay. (2012) La pensée des enseignants pendant l’interaction en classe. Une revue de la littérature anglophoneTeacher thinking during classroom interaction. A review of the “English language” literature. Éducation et didactique:6-1, pages 9-46.
Crossref
Brigitte Latzko. 2012. Changes in Teachers’ Moral Role. Changes in Teachers’ Moral Role 201 210 .
Natascha Radclyffe-Thomas. (2007) Intercultural chameleons or the Chinese way? Chinese students in Western art and design education. Art, Design & Communication in Higher Education 6:1, pages 41-55.
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