Collective learning, teacher beliefs and teaching behaviour in management and social-educational university programmes

Hanneke Assen*, Frans Meijers, Wichard Zwaal, Rob Poell

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

Abstract

An increasing number of universities around the world have adopted a learner-oriented approach to teaching. Collective learning is regarded as a way to support teachers to enhance this approach. Collective learning processes arise when the teachers collaborate and consciously strive for a shared vision, dialogue, collective action and evaluation. The goal of this explanatory correlational study was to explore whether and how collective learning is related to both learner-oriented teacher beliefs and teaching behaviour. The sample consisted of 90 teachers from management and social-educational programmes at a University of Applied Sciences in the Netherlands. Questionnaires were used to measure teacher beliefs and their perception of collective learning. Observations were used to determine teaching behaviour. Results indicated a discrepancy between beliefs and behaviour. Teachers of both programmes generally agreed with learner-oriented beliefs but demonstrated predominantly teacher-oriented behaviour. Teachers in social-educational programmes rated collective learning significantly higher than teachers in management programmes. A positive relationship was found between collective learning and learner-oriented beliefs, however, no relationship was found between collective learning and learner-oriented teaching behaviour. In further studies, a qualitative design could be used to explore to what extent teachers collectively develop their beliefs and behaviour.
Original languageEnglish
Pages (from-to)1-22
JournalJournal of Vocational Education and Training
Volume72
Issue number1
DOIs
Publication statusPublished - 2020

Keywords

  • CHALLENGES
  • COLLABORATION
  • CONTEXT
  • Collective learning
  • ENVIRONMENT
  • SHARED MENTAL MODELS
  • TEAM
  • learner-oriented approach to teaching
  • teacher beliefs
  • teacher-oriented approach to teaching
  • teaching behaviour

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