There is an established argument in literature that conceptions of teaching influences teaching approaches which in turn affects students learning approaches and outcomes. However, despite such existing correlation, architecture as a field has only been studied alongside other related courses and not on its own terms. A detailed review of thirteen studies by Kember (1997) categorized teaching conceptions as teacher-centred/content-oriented, student-centred/learning-oriented and student-teacher interaction. Thus, depending on the conceptions of teaching held by teachers, they will approach their teaching practices in one or another way. Drawing on this understanding of the concepts, this study acknowledges that teaching practices can be observed in situ, that approaches to teaching are the preferred teaching methods employed by teachers and the conception of teaching is an individual’s inherent belief of what teaching should be. In addition, considering that post-colonial theory argues that ideologies that govern colonialism still exist within the colonies and consequently perpetuated within their education settings. This study will explore the influence and/or relationship of postcolonial ideologies on the conceptual development of architectural lecturers within Nigeria- a former colony of Britain. The postcolonial perspective is envisioned to bring about a contextual dimension to this research. Therefore, this study seeks to explore and identify conceptions of teaching that circulate within architectural education, how such conceptions are formed and how, from the perspectives of lecturers, these conceptions influence or relate to the teaching approaches that exist in architectural education in Nigeria. On an empirical level, this study draws on a qualitative approach, with interview as the main tool for data collection and thematic data analysis with both concept and data driven coding approach. Participants include both lecturers and practicing architects. Therefore, findings from this research should contribute to the understanding of how conceptions of teaching are developed and what part they play in the teaching process. Also, findings may in turn have implications on policies that determine how lecturers are trained in higher education teaching approaches and practices.
Mrs Folu Bolaji Ajiboye is currently a 3rd year Ph.D. student at the Department of Education, Anglia Ruskin University (ARU), United Kingdom. Having had a first and second degree in architecture from Nigeria. Her passion for education motivated her to pursue a Masters degree in education at ARU. Combining both backgrounds, she has maintained research into architectural education with the lens of an educationist. During her Masters, she employed qualitative methodology in her research on architecture graduates from two Nigerian universities and findings revealed an existing relationship between the teaching approach employed and graduates’ self-efficacy. Thus, she is inspired to investigate why certain teaching approaches are employed by architectural lecturers in Nigeria and what informs the use of such approaches. Hence, her research topic “Conceptions of teaching and teaching approach in architectural education: The perspectives of Nigeria-based Architecture lecturers.” Data analysis commenced while submitting for this conference employing the use of thematic analysis with both concept and data driving coding approach. Thus, findings from this research should contribute to the growing discourse in architectural education and practice and how lecturers can be trained in higher education teaching approaches. especially in Nigeria.