This chapter is a review of conceptions of knowledge as they appear in selected bodies of research on teaching. Writing as a philosopher of education, my interest is in how notions of knowledge are used and analyzed in a number of research programs that study teachers and their teaching. Of particular interest is the growing research literature on the knowledge that teachers generate as a resul...

Although self-efficacy has been identified as important for conceptual change, other factors, such as one’s knowledge and interest, are also thought to influence self-efficacy (Linnenbrink & Pintrich, 2003) and are requisite for developing more complex representations of a domain (Murphy & Alexander, 2002). 84 undergraduate preservice teachers completed measures of domain knowledge, topic inter...

This paper presents a critical review and synthesis of research literature in higher education exploring teachers’ conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano’s Blending with Purpose Multimodal framework. This paper builds upon previous research on...