Normative values in teachers' conceptions of teaching and learning in higher education: a belief system approach

Authors: Schwieler, Elias; Ekecrantz, Stefan

Source: The International Journal for Academic Development, Volume 16, Number 1, March 2011 , pp. 59-70(12)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

The effects of teachers' normative values and emotive reactions on teaching in higher education have received relatively little research attention. The focus is often on descriptive beliefs such as conceptions of teaching and their inter-relations with practice. In this study, which is illustrated by a heuristic model, a belief system approach is used in which normative values and emotions are also taken into account. Through a series of naturalistic interviews focusing on normative values, a dichotomy of normative perspectives is proposed: moralistic versus non-moralistic views on teaching. Suggestions for future research and a discussion of possible implications for academic development are also presented.

Keywords: belief system; emotions; normative values; university teachers' conceptions of teaching

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/1360144X.2011.546230

Affiliations: Centre for Learning and Teaching, Stockholm University, Stockholm, Sweden

Publication date: March 1, 2011

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