Foundations of Teaching and Learning – A Study with Teachers on Conceptions and Pedagogical Practices

Abstract

This article aims to investigate the relationships between teachers’ conceptions of teaching and learning and their practices, and the impact that a set of sociodemographic variables has on those conceptions and practices. For this purpose, an online questionnaire, specifically elaborated for the study was applied to 562 teachers from primary to secondary education. Pearson’s R correlation coefficient was used to analyse the relationship between teachers’ conceptions and practices. The Student's T-test and ANOVA were used to compare the average score of conceptions and practices according to gender, years of service, education, scientific teaching area, and education level. The binary logistic regression was performed to analyse the association between the teachers' conception and practice and the sociodemographic variables. Results show that comprehensive and collaborative conceptions are positively related to inclusive practices and systematic and conventional conceptions are positively related to conservative practices. Women had a higher score than men on comprehensive and collaborative conceptions, inclusive practices and conservative practices. Teachers with more experience had higher systematic and conventional conceptions than those with up to 25 years of service. Those from the scientific area of special education and primary education presented scores of comprehensive and collaborative conceptions, inclusive practices and conservative practices significantly higher than the teachers of the remaining scientific areas. The lower the education level where teachers teach, the higher the score in the dimensions related to conceptions and practices.