An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles

Johanna C.G. Jacobs; Janneke Wilschut; Cees van der Vleuten; Fedde Scheele; Gerda Croiset; Rashmi A. Kusurkar

doi:10.1080/0142159X.2020.1772465

An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles

Johanna C.G. Jacobs, Janneke Wilschut, Cees van der Vleuten, Fedde Scheele, Gerda Croiset, Rashmi A. Kusurkar

Research output: Contribution to journal › Article › peer-review

Abstract

Introduction: Teachers’ conceptions of learning and teaching (COLT) affect their teaching behaviour. The 18 item COLT instrument has been developed in the Netherlands and comprises three scales, ‘teacher centredness’, ‘appreciation of active learning’ and ‘orientation to professional practice’. Previously we found five teacher profiles. The aim of this study was to find out if the COLT instrument can be used in an international setting. Methods: Data were collected with the web-based COLT. Cronbach’s alphas of the three COLT scales were calculated. Subsequently a cluster analysis was conducted to identify different teacher profiles, followed by a split half validation procedure. Results: Respondents (n = 708) worked in 28 countries. Cronbach’s alphas were 0.67, 0.54, and 0.66. A six-cluster solution fitted best, based on meaning and explained variance. The sixth teacher profile scored high on ‘teacher centredness’, average on ‘appreciation of active learning’ and low on ‘orientation to professional practice’. The split half validation resulted in a Cohen’s kappa of 0.744. Discussion: Cronbach’s alphas indicated acceptable reliablities for all three subscales. The new, sixth profile was labelled ‘neo-transmitter’. Conclusion: We found evidence supporting the validity of the use of COLT in an international context and identified a new, sixth teacher profile.

Original language	English
Pages (from-to)	1000-1004
Number of pages	5
Journal	Medical Teacher
Volume	42
Issue number	9
Early online date	15 Jun 2020
DOIs	https://doi.org/10.1080/0142159X.2020.1772465
Publication status	Published - 1 Sep 2020
Externally published	Yes

Bibliographical note

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

Keywords

general
staff development
Teaching and learning
teacher profiles

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10.1080/0142159X.2020.1772465Licence: CC BY-NC-ND

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title = "An international study on teachers{\textquoteright} conceptions of learning and teaching and corresponding teacher profiles",

abstract = "Introduction: Teachers{\textquoteright} conceptions of learning and teaching (COLT) affect their teaching behaviour. The 18 item COLT instrument has been developed in the Netherlands and comprises three scales, {\textquoteleft}teacher centredness{\textquoteright}, {\textquoteleft}appreciation of active learning{\textquoteright} and {\textquoteleft}orientation to professional practice{\textquoteright}. Previously we found five teacher profiles. The aim of this study was to find out if the COLT instrument can be used in an international setting. Methods: Data were collected with the web-based COLT. Cronbach{\textquoteright}s alphas of the three COLT scales were calculated. Subsequently a cluster analysis was conducted to identify different teacher profiles, followed by a split half validation procedure. Results: Respondents (n = 708) worked in 28 countries. Cronbach{\textquoteright}s alphas were 0.67, 0.54, and 0.66. A six-cluster solution fitted best, based on meaning and explained variance. The sixth teacher profile scored high on {\textquoteleft}teacher centredness{\textquoteright}, average on {\textquoteleft}appreciation of active learning{\textquoteright} and low on {\textquoteleft}orientation to professional practice{\textquoteright}. The split half validation resulted in a Cohen{\textquoteright}s kappa of 0.744. Discussion: Cronbach{\textquoteright}s alphas indicated acceptable reliablities for all three subscales. The new, sixth profile was labelled {\textquoteleft}neo-transmitter{\textquoteright}. Conclusion: We found evidence supporting the validity of the use of COLT in an international context and identified a new, sixth teacher profile.",

keywords = "general, staff development, Teaching and learning, teacher profiles",

author = "Jacobs, {Johanna C.G.} and Janneke Wilschut and {van der Vleuten}, Cees and Fedde Scheele and Gerda Croiset and Kusurkar, {Rashmi A.}",

note = "This is an Open Access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.",

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AU - Croiset, Gerda

AU - Kusurkar, Rashmi A.

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AB - Introduction: Teachers’ conceptions of learning and teaching (COLT) affect their teaching behaviour. The 18 item COLT instrument has been developed in the Netherlands and comprises three scales, ‘teacher centredness’, ‘appreciation of active learning’ and ‘orientation to professional practice’. Previously we found five teacher profiles. The aim of this study was to find out if the COLT instrument can be used in an international setting. Methods: Data were collected with the web-based COLT. Cronbach’s alphas of the three COLT scales were calculated. Subsequently a cluster analysis was conducted to identify different teacher profiles, followed by a split half validation procedure. Results: Respondents (n = 708) worked in 28 countries. Cronbach’s alphas were 0.67, 0.54, and 0.66. A six-cluster solution fitted best, based on meaning and explained variance. The sixth teacher profile scored high on ‘teacher centredness’, average on ‘appreciation of active learning’ and low on ‘orientation to professional practice’. The split half validation resulted in a Cohen’s kappa of 0.744. Discussion: Cronbach’s alphas indicated acceptable reliablities for all three subscales. The new, sixth profile was labelled ‘neo-transmitter’. Conclusion: We found evidence supporting the validity of the use of COLT in an international context and identified a new, sixth teacher profile.

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