The zones framework for both teaching and learning: application to graduate student teaching assistants

Abstract

The zones framework conceived for the examination of thinking about teaching, is validated, and extended to the examination of thinking about learning. This is done by extending the framework to examine thinking about teaching and learning in a population of science graduate student teaching assistants. Semi‐structured interviews explore these students’ teaching and learning experiences, how their experiences relate to their knowledge of educational theory, and how they have formed their ideas about what constitutes good teaching. The article demonstrates that the zones framework can be extended to thinking about learning, and that it is appropriate for examining the thinking of students as well as teachers. Recommendations for further research are made, including the exploration of discipline‐specific thinking.

Keywords:

• conceptions of learning
• conceptions of teaching
• graduate teaching assistants
• neophyte teachers
• science education

Notes

1. Kane, Sandretto, and Heath also point out the confusion in the literature of terms referring to teacher cognition, and the difficulties that the apparent lack of consistency in terminology presents to researchers. To begin to clarify the lexicon on teacher cognition, they suggest a distinction between teacher knowledge (practical, content or craft knowledge), and teacher beliefs (ideas about learners, learning, teachers, teaching). They point out the problematic conflation of the terms ‘beliefs’, ‘orientations’, ‘conceptions’, ‘attitudes’ and ‘(personal) practical theories’. In this article, we acknowledge the problematic nature of working within a field of research where terminology is vague and ill defined. We therefore propose that ‘beliefs’ be the term used to understand how these various concepts drive teacher practice.

2. References to specific research will acknowledge the terminology used by the author.