Conceptions of teaching and learning at school and university : similarities, differences, relationships and contextual factors

This paper is a discussion of the relationships between and within conceptions of teaching and learning in schools and universities. It becomes apparent that generally and statistically there is congruence between conceptions of learning and approaches to it and between conceptions of teaching and strategies at all levels and across contexts. There is also generally congruence between conceptions of teaching and learning. However when one looks closely at some studies, it is possible to determine pockets of dissonance in the relationships. This is important to recognise because it influences teaching and learning and outcomes for students and teachers. There are also similarities and differences across cultural contexts, discipline areas and levels of education