Mixed methods study on the conceptions of teaching and learning among indian english pre-service teachers

• Main Author: Jojan, Joseph
• Format: text
• Published: Animo Repository 2014
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/1359
• Institution: De La Salle University

This study investigated the conceptions of teaching and learning across the different groups of Indian English pre-service teachers using a concurrent triangulation mixed methods design. The quantitative study explored, 465 bachelor degree, 406 bachelor degree with one year teaching experience, and 373 master degree English pre-service teachers’ level of constructivist and traditional conceptions of teaching-learning and the influence of cognitive constructs epistemological beliefs, achievement goals, and cognitive learning strategies. The English pre-service teachers showed high level of constructivist conceptions across the different groups and revealed significant difference between bachelor degree and master degree. The results of multiple regression analyses revealed that epistemological beliefs, achievement goals, and cognitive learning strategies were significant predictors of constructivist conceptions of bachelor degree. Only cognitive learning strategy (deep and metacognitive) was found to be the significant predictor of constructivist conception across the different groups and only epistemological beliefs found to be the significant predictor of traditional conception across the different groups. There were significant differences in prediction on constructivist and traditional conceptions across the different groups. In the qualitative study, data were collected using focus group discussions. Framework analysis was conducted to categorize their conceptions. Four categories of conceptions of teaching and learning were identified (constructivist, traditional, mixed conceptions, and loose ideas). The results of qualitative study confirmed that the English pre-service teachers are constructivist in teaching and learning across the different groups. There were unique conceptions and practices across the different groups. The findings of this study have implications for teacher education and future research.