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.