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Analysis of Conceptions and Beliefs, Argumentative Teaching Practices, and Reflection of University Teachers’: A Case Study on Teachers’ Professional Development

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  • Alicia Benarroch Benarroch
  • John-Jairo Briceño-Martínez
  • Andres Bernal-Ballen

Abstract

Scientific literature has shown abundantly that teacher professional development is a crucial factor for improving the quality of education. In this frame, this research analyzes teacher professional development of in-service higher education teachers who participated in training activities. This research has five goals not previously studied simultaneously in teachers’ professional development, namely: (A) improve teachers’ conceptions and beliefs; (B) improve argumentative teaching practices; (C) analyze teachers’ reflections; (D) establish the hypothetical relationships between types of knowledge of objectives (A), (B), and (C); and (E) analyze knowledge decay after 7 years. The research can be considered as a case study developed in-depth using multiple techniques for data collection and triangulation. The findings strongly evidence a relationship between conceptions and beliefs, argumentative teaching practices, and reflections. In addition, three stages are characterized for teacher professional development, as well as the relationships between the types of knowledge for each stage.

Suggested Citation

  • Alicia Benarroch Benarroch & John-Jairo Briceño-Martínez & Andres Bernal-Ballen, 2024. "Analysis of Conceptions and Beliefs, Argumentative Teaching Practices, and Reflection of University Teachers’: A Case Study on Teachers’ Professional Development," SAGE Open, , vol. 14(3), pages 21582440241, September.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:3:p:21582440241281352
    DOI: 10.1177/21582440241281352
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    References listed on IDEAS

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    1. W James Jacob & Weiyan Xiong & Huiyuan Ye, 2015. "Professional development programmes at world-class universities," Palgrave Communications, Palgrave Macmillan, vol. 1(palcomms2), pages 15002-15002, February.
    2. Arto O. Salonen & Carina Savander-Ranne, 2015. "Teachers’ Shared Expertise at a Multidisciplinary University of Applied Sciences," SAGE Open, , vol. 5(3), pages 21582440155, July.
    3. Yilmaz Soysal & Somayyeh Soysal, 2022. "Exploring Science Teacher Questions’ Influence on the Students’ Talk Productivity: A Classroom Discourse Analysis Approach," SAGE Open, , vol. 12(2), pages 21582440221, June.
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