University professors’ conceptions about teaching from the perspective of cultural psychology. From critical analysis of literature to new research perspectives
The growing interest in university professors’ conceptions of teaching has resulted in the emergence of a new research area in the field of higher education teaching. However, a critical analysis of existing literature on the subject reveals deficiencies in making explicit these reports, specifically a lack of explanation of epistemological, as well as theoretical and methodological presumptions. Three of these presumptions are discussed in this paper : the evolution of learner-centred conceptions, the character of cognition determining action, and the conception of language as a conduit. Using cultural psychology as a basis of comparison, this work tentatively addresses questions of the relationship between a professor’s elaboration of a certain conception and the use of language for representing meaning. The authors specify the implications of such a theoretical position, and point out new perspectives for research in this area.