Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers instructors’ conceptions of inquired into by discriminating teacher-centered and student-centered modes from each other. In addressing these two issues, first, the present study established a argument regarding prospective teachers’ (PTs) experience-based phenomenon. Second, current considers phenomenon in broader sense within five hierarchical categories: monological, dialogical, dialectical, adaptive-pragmatic, reflective. A research was conducted to comprehend 39 senior PTs’ conceptions. It concluded PTs mainly experienced reported three focused dimensions phenomenon: dialectical. However, more sophisticated dimensions, adaptive-pragmatic reflective teaching, were absent experienced-based Finally, suggestions offered educators who considerably fluctuate experiential cognition instruction enacted teaching.