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
Number of pages22
JournalJournal of Vocational Education and Training
DOIs
Publication statusAccepted/In press - 2020

Fingerprint

university
Teaching
teacher
management
learning
educational program
applied science
collective behavior
learning process
Netherlands
dialogue
questionnaire
evaluation

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

Cite this

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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.",
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Collective learning, teacher beliefs and teaching behaviour in management and social-educational university programmes. / Assen, Hanneke; Meijers, Frans; Zwaal, Wichard; Poell, Rob.

In: Journal of Vocational Education and Training, 2020.

Research output: Contribution to journalArticleScientificpeer-review

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