This dissertation, "Conceptions of Parental Learning" by Luis Jr Tio, Go, 吳煌元, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The study investigates the learning of parents in parent education. It aims to find the parent learners' conceptions of learning and to obtain an understanding of parents as learners. Phenomenography was employed as the research method. Semi-structured interviews were conducted with parents who participated in an in-school parent education course targeted at parents of students in the first year of secondary school. The study found six conceptions of parental learning: Learning as A. recalling experiences, B. acquiring problem solving skills, C. applying the problem solving skills, D. awareness of the parent-child system, E. seeing alternative ways of parenting, and F. changing of persons. Among the six categories, the first three are akin to surface learning, while the last three are deep learning. The research found a hierarchical relationship among them. Conception A is considered the lowest level of learning, while F is the highest. The first three conceptions are focused on the control of the child's behavior. In these, learning is often limited to acquiring and to applying quick fixes to regain control of the child's behavior. The last three conceptions are focused on the development of the parent and child relationship. Learners reflect upon the assumptions that define the parent-child relationship, the assumptions on the developmental needs of the child, and the assumptions that govern parenting attitude and practices. Deep learning approaches are more systemic than the surface learning approaches. In the former, the problem is treated as something external to the learner, while in the latter the learner is treated as part of the system and is therefore also part of the problem. Transformation is more personal and internal to the learner in the latter categories. Reflection is found to be the key learning strategy in all the conceptions. The first three employ 'practical or pragmatic reflection', while the last three employ 'critical reflection' of assumptions. This study extends the field of phenomenographic research to more complex and ill-defined real life learning in a lived context. The study concludes that for parent education to acquire an educational and developmental perspective, there is a need to treat 'parents as learner'. The 'conceptions of parental learning' provide critical insights to parents as learners, which in turn give an alternative framework for parent education practitioners and researchers toward designing appropriate programs that facilitate parental learning. Facilitators should foster critical reflection, take into account the rich experiences among the learners and endeavor to harness them. DOI: 10.5353/th_b5153684 Subjects: Parenting - Study and teaching - China - Hong Kong