LEARNING CONCEPTIONS OF UNIVERSITY TEACHERS AND NON-TEACHERS PROFESSIONALS: A COMPARATIVE STUDY

Abstract

The aim of this study was to know the learning conceptions of university teachers and non-teacher professionals and then, to compare these conceptions. Three approaches on learning were selected: traditional, social constructivism and human potential. The sample was 346 subjects (162 teachers with some knowledge on learning, 82 lay teachers and 102 non-teacher professionals). The results show some shared elements in the conceptions of teachers and lay people. Moreover, some incoherent ideas were found in the teachers conceptions.