Abstract:

This conceptual paper briefly summarizes some of the important developments in the research on teaching conceptions and outline some key questions for moving forward with improving teaching and learning in higher education. It argues that the confusion and controversies found in social science research may be resolved using an integral approach and uses principles outlined in Ken Wilber’s integral methodological pluralism (IMP) to attempt a multi-perspectival framework for research into teaching conceptions. IMP offers a (broadly) scientific framework that goes beyond the unprincipled eclecticism that plagues many other integrative and multi-methodological approaches. Although not representing a fully comprehensive view of integral methodological pluralism, three major research perspectives are looked at to determine how they can give rise to complementary aspects of teaching beliefs and actions. More analytically, in this case study we see the world as having four ontologically differentiated dimensions, demarked conceptually by quadrants which distinguish the internal-external aspects of reality on one side, and its individual-collective aspects on the other. Thus, there are subjective/intentional (1st person), objective/behavioral (3rd person), intersubjective/cultural (2nd person) and inter-objective/social (3rd person “plural”) aspects of reality. The study applied a variety of perspectives to an inquiry into teaching conceptions. From a 3rd person perspective, an objective measure of teaching conceptions and teaching practices could arise from administering a recognized teaching conceptions survey and observing lessons. Follow-up interviews could take a 1st person perspective to unearth the meanings individual instructors associated with their observed lesson, the survey, and their experience in the institution as a whole. A 2nd person, participatory perspective could engage participants in a project to effect positive change in their context. Subsequently, observing whether changes occurred by reusing initial 3rd person objective measures may reveal changes and inspire further research. For a more integral approach, investigation into the lower-right quadrant (objectively knowable systems) could provide additional context. This could mainly be done through documentary analysis of rules, policies, procedures and examination of other artifacts (e.g. educational technologies) relevant to teaching conceptions and practices within the case of interest. The observation policy co-developed in the participatory action research phase of this case study could contribute to such data. The research approach presented in this paper has implications for researchers from a wide variety of fields interested in interdisciplinary and integrative methodologies.

Keywords:

Teaching conceptions, Teaching and learning, Integral theory, Integral methodological pluralism, Epistemology