Understanding differences in teaching approaches in higher education: An evidence-based perspective

Abstract

Previous research has shown the interrelatedness of teaching conceptions, teaching strategies and approaches. The importance of studying teaching approaches in close relationship with a variety of personal and contextual factors has been underlined too. In this study we use examples from previous research studies in various countries in order to elaborate a framework that seeks to contribute to a better theoretical understanding of differences in teaching approaches in higher education. Rather than developing a comparative perspective, we present an evidence-based framework accounting for the complex, but also dynamic, nature of teaching. A broad picture of personal and contextual factors influencing teaching approaches is drawn and illustrates the complex issue of understanding differences in teaching approaches.