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| Title: | Perspectives on teaching and regulation of learning: a comparison of secondary and university teachers |
| Author(s): | ; ; |
| Publication year: | 2014 |
| Source: | Teaching in Higher Education, vol. 19, iss. 7, (2014), pp. 799-811 |
| Number of Pages: | 13 p. |
| ISSN: | 1356-2517 |
| DOI: | https://doi.org/10.1080/13562517.2014.934342 |
| Publication type: | Article / Letter to editor |
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Please use this identifier to cite or link to this item : https://hdl.handle.net/20.500.12470/1630 
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| Lectorate : | Naar een Meervoudige Professionaliteit van Leraren |
| Journal title : | Teaching in Higher Education |
| Volume : | vol. 19 |
| Issue : | iss. 7 |
| Page start : | p.799 |
| Page end : | p.811 |
| Abstract: |
Many factors play a role in the successful transition of students from secondary to university education: one of them is the (university) teacher. In this study the similarities and differences in the perspectives on teaching and learning of secondary and university teachers were investigated. A survey was performed among 675 teachers. Three perspectives on teaching and learning could be distinguished: (1) a development orientation with shared regulation, (2) a knowledge orientation with strong regulation, and (3) an opinion orientation with loose regulation. Secondary teachers scored higher on the first perspective than university teachers who scored higher on the third perspective. These findings have implications for the transition of students from pre-university to university education and especially for teachers' roles.
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Han Publications [2257]