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

Ann Stes, Vincent Donche, Peter Van Petegem


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.

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Editor-in-Chief: Prof Norbert Pachler
UCL Institute of Education, University College London
ISSN 1746-9082

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