Approaches To Teaching Inventory Research Articles

The Assessment and Preference of Student-Centered Learning Under Subject of Chemistry among PERMATApintar Students

Teaching and learning chemistry at all levels of education have faced numerous challenges. These challenges include students' struggles with problem-solving skills, limited spatial visualization abilities, difficulties in grasping chemistry vocabulary, and inadequate communication between students and teachers. As a result, researchers across various educational contexts have consistently advocated for the creation of a learning methods that effectively addresses these difficulties. This research delves into an examination of the pedagogical approaches, both as currently perceived and preferred, among PERMATA@Pintar College students in the realm of chemistry education. The investigation concentrates on two primary pedagogical paradigms: student-centered teaching and teacher-centered teaching. The study encompasses a cohort of 150 students ranging in age from 13 to 18 years. To gauge the students' perceptions of their teachers' instructional methods and their own preferences, a revised version of the Approaches to Teaching Inventory (ATI) originally developed by Prosser and Trigwell was employed.The findings of this study reveal that the prevailing pedagogical approach in chemistry classes appears to strike a balance between teacher-centered and student-centered learning. However, in terms of the students' own inclinations, they exhibit a slight preference for the teacher-centered method, emphasizing information transfer, over the student-centered approach, which emphasizes conceptual change. Interestingly, when considering the desired shift in teaching methods as envisioned by the students, their preference leans significantly towards an increased frequency of student-centered methods, highlighting a distinct preference for these methods over teacher-centered ones.

The Influence of EFL Teachers’ Educational Beliefs on Classroom Practices

Teaching English as a foreign language is given a vital concern in the Algerian field of education due to the major role English plays in the modern world. Many research papers have been devoted to find ways to make the process of teaching/ learning English successful and evidently found that the educational beliefs or the conceptions teachers hold about teaching and learning have a direct influence on shaping teachers’ classroom practices and figuring their students’ learning experience. Many research papers have been devoted to find ways to make the process of teaching/ learning English successful and evidently found that the educational beliefs or the conceptions teachers hold about teaching and learning have a direct influence on shaping teachers’ classroom practices and figuring their students’ learning experience. This study is an attempt to investigate Algerian teachers’ conceptions of teaching and learning and the potential relationship existing between these conceptions and the teaching approaches. To reach this aim, ten (10) teachers of English have participated in the study. The data were collected through classroom observation, the Conceptions of Teaching and Learning Questionnaire (CTLQ) and the Approaches to Teaching Inventory (ATI). The results revealed teachers’ dominant conceptions and prevailing beliefs about teaching and learning and showed the salient impact these conceptions have on their teaching approaches. The study concludes with some pedagogical implications addressed to provide policymakers with insightful information about the current educational practices and the EFL contemporary learning setting aiming to inform and enhance pre-service teachers’ education program as well as in-service teachers’ professional training and development.

Authenticity of tasks in online ESL/EFL learning to foster transfer

Authentic learning tasks, resembling life-like situations, have been effectively used in this research with Task-based Language Teaching (TBLT) of English as a Second/Foreign Language (ESL/EFL). The present study also focuses on the implementation of the Content and Language Integrated Learning (CLIL) approach in ESL/EFL teaching comparing two online courses, a course containing more “traditional” tasks with one consisting of less authentic tasks. For more meaningful learning, a sufficient level of authenticity to enable holistic teaching is required. Towards this goal, the study put into effect two e-courses, with 50 participants, differing distinctly in levels of authenticity. The Method section describes the three instruments, used to collect the relevant data, which will provide answers to the equally posed three research questions. Specifically, the Integrative Learning Value (ILV) instrument measured knowledge transfer, the Approaches to Teaching Inventory (ATI) students’ learning performance in relation to more or less teacher/student-centered teaching strategies as well as the 5-Dimensional Framework for Authenticity (5DF) instrument for student perceived authenticity. Finally, results are presented and conclusions are discussed.

Implementation and Evaluation of a Faculty Development Program; an Essential Step for Curricular Change

Introduction: Faculty Development Program (FDP) is principally vital in adapting staff members to their changing roles in medical education. The research objectives were to design, implement and evaluate FDP to help basic sciences staff members to develop the competencies necessary to adopt new curricular changes based on their needs assessment. Subjects and Methods: A quasi experimental, pre/post-design was applied. It passed through three stages; firstly, the planning and design stage where needs assessment survey was conducted to identify priority themes to be targeted. Also, we used “Approaches to Teaching Inventory (ATI)” to identify participants’ perceptions, knowledge and beliefs about teaching. Secondly, implementation stage a quasi-experimental pre/post-program design was used to execute the Faculty Development Program activities. Thirdly, the Evaluation stage, Kirkpatrick’s model of evaluating educational outcomes was used. A convenience sample of 137 staff members was drawn from integrated preclerkship basic medical sciences. Results: The Approaches to Teaching Inventory revealed that staff uses Information Transfer/Teacher Focused Approach. Staff suggested National Academic Reference Standards “NARS 2017”, Competency-based medical education and Integrated basic sciences teaching and assessment for training. The overall satisfaction for all workshops ranged from 4.2 to 4.5 which indicate high satisfaction. Also, there was a significant improvement of post-test scores from their baseline scores in all workshops (p < 0.001). At baseline (pre-test) mean scores ranged from 4.77 ± 2.49 to 6.57 ± 1.97, whereas post-test mean scores ranged from 9.55 ± 1.92 to 12.08 ± 1.94. Conclusion: We concluded that the FDP is a crucial step for any curricular change. The FDP led to positive changes in the participants’ attitudes towards an innovative medical education and increased their knowledge about integrated teaching/learning and assessment methods. The participants emphasized the high demand for a more student-centered, problem-based, integrated medical education curriculum.

La evaluación por pares a través de la observación en aula en educación superior

El estudio analiza las percepciones de un grupo de docentes de educación superior que participaron en procesos de perfeccionamiento docente que incluyeron, en alguna de sus etapas, la evaluación por pares. Se busca indagar la incidencia que esta evaluación, efectuada mediante observaciones entre pares, generaría en sus prácticas educativas. Para esto se utiliza un enfoque mixto a través de la aplicación del test approaches to teaching inventory (ATI), antes y después del trabajo de perfeccionamiento y la evaluación por pares. Junto con ello se realizan entrevistas semiestructuradas autoadministradas a los participantes. Los resultados dejan en evidencia que los cambios que genera esta evaluación por pares puede ser una importante contribución para un cambio efectivo en las prácticas educativas en educación superior, que generen mejores y más profundos aprendizajes en los y las estudiantes y, por tanto, una mejora en la calidad de la educación.

Impact of a spanish Higher Education teacher development programme on approaches to teaching. Psychometric properties of the S-ATI-20 scale

La calidad de la formación de los profesores en las Universidades ha sido un debate inacabado entre las autoridades y los académicos debido a su impacto en el aprendizaje de los estudiantes. Aprender a enseñar en educación superior no es un camino directo, existen pocas oportunidades para aprender cómo enseñar a este nivel antes de entrar a enseñar directamente. Las Universidades deberían monitorizar hasta qué punto los profesores cumplen con sus funciones docentes y se dedican a mejorar sus habilidades y aptitudes docentes, así como sus actitudes y el compromiso hacia sus estudiantes. Siguiendo la línea de investigación sobre enfoques de aprendizaje (SAL), este estudio atiende a la formación docente analizando el impacto de un breve programa de desarrollo en los enfoques de enseñanza a través del uso de un cuestionario en español (S-ATI-20) que no es sino una revisión y validada versión del Approaches to Teaching Inventory (ATI), así como de otra información de corte cualitativo. El diseño es pre-experimental (pretest-postest) sin grupo de control. Se recogió información de 85 profesores a lo largo de tres cursos académicos consecutivos: 2014-2015 (n = 48), 2015-2016 (n = 22) y 2016-2017 (n = 15). Los resultados muestran que los programas de desarrollo cortos tienen un efecto positivo en los enfoques de enseñanza. Además, los resultados corroboran la estructura de dos factores del S-ATI-20, distinguiendo entre profesores que al enseñar se centran en el cambio conceptual y el estudiante (CCSF) o en la transmisión de la información y en el profesor (ITTF). Por último, la discusión teórica del impacto en los enfoques de enseñanza nos anima a (re)pensar la relación entre distintas formas de manejar las responsabilidades docentes. ¿Están los enfoques realmente en un continuo bipolar?, ¿deberíamos pensar en los enfoques como si fuera un modelo basado en una muñeca rusa (matrioshka)?

Adaptation of the Approaches to Teaching Inventory into Turkish and Analysis of Turkish Academics’ Approaches to Their Own Teaching

The aim of this research is to adapt the Approaches to Teaching Inventory into Turkish culture and analyze the teaching approaches of academics working at education faculties in terms of various variables. In the light of this aim, two subsequent sub studies were conducted. In the first phase of the study, the Approaches to Teaching Inventory (ATI) was adapted to Turkish culture. During the adaptation phase, language equivalence was analyzed both through interviews conducted with foreign language experts and through the correlation scores between the original and the Turkish forms. Results of the confirmatory factor analysis which was conducted on data gathered from 140 academics working at 35 different education faculties in Turkey confirmed the two-factor model of ATI as student centered and teacher centered. Reliability studies of ATI were carried out through Cronbach α, and McDonald ω coefficients and results revealed that ATI has the appropriate psychometric properties to be used in Turkish studies. In the second phase of the study, 185 academics working at 31 different education faculties were reached and their teaching approaches were analyzed based on the level of the course, number of students in their classes, their academic titles, and seniority variables. As a result of the analysis, it was found that academics adopted a more teacher-focused approach to teaching at undergraduate level courses whereas they adopted a more student-focused approach to teaching at graduate level courses. It was also found in terms of class size that academics adopted a more teacher-focused approach to teaching when the class size exceeded 20 students. In addition, in terms of academic titles, associate professors adopted a more student focused teaching approach compared to lecturer doctors and research assistant doctors. Moreover, a negative and weak relationship was found between seniority and teacher focused approach to teaching.

Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development produced significant gains in student-centered teaching for these faculty members and in some students' perceptions of teaching quality. However, student workload needs to be considered to support deep learning.

A review and evaluation of the internal structure and consistency of the Approaches to Teaching Inventory

ABSTRACTThis study presents a review from 39 studies that provide evidence for the structural validity and internal consistency of the Approaches to Teaching Inventory (ATI). In addition to this review, we evaluate many alternative factor structures on a sample of 267 first- and second-year chemistry faculty members participating in a professional development, a sample of instructors for which the ATI was originally designed. A total of 26 unique factor structures were evaluated. Through robust checking of assumptions, compilations of existing evidence, and new exploratory and confirmatory analyses, we found that there is greater evidence for the structural validity and internal consistency for the 22-item ATI than the 16-item ATI. Additionally, evidence supporting the original two-factor and four-factor structures proposed by the ATI authors (focusing on information transmission and conceptual change) were not reproducible and while alternative models were empirically viable, more theoretical justification is warranted. Recommendations for ATI use and general comments regarding best practices of reporting psychometrics in educational research contexts are discussed.

Adaptation of ATI-R Scale to Turkish Samples: Validity and Reliability Analyses

Teachers’ teaching approaches have become an important issue in the search of quality in education and teaching because of their effect on students’ learning. Improvements in teachers’ knowledge and awareness of their own teaching approaches enable them to adopt teaching process in accordance with their students’ learning styles. The Approaches to Teaching Inventory (ATI-R), which has been developed and revised in this framework, is a scale which is effectively used to define teaching approaches in different cultures. Originally written in English, the ATI-R’s validity and reliability results were very positive. The scale’s validity and reliability analyses in different languages and cultures have produced a wide range of different results. The aim of this paper is to adapt the scale in the Turkish language. Firstly, in order to handle linguistic equivalence, data collected from 40 teachers were analyzed, and then for confirmatory and reliability analyses data were collected from 485 teachers. According to the analyses, the scale has two dimensions, and under these two dimensions there are four sub-factors. Reliability and validity results in Turkish culture are also acceptable. As a result, the scale can be administered to define teachers’ teaching approaches in Turkish samples.

A preliminary study of teachers’ perception of core competencies for undergraduate students

BackgroundThe study reported in this paper analysed how tertiary teachers assessed a number of competencies, such as information search and communication, organization, and analysis, and decision making among others, every undergraduate student is expected to learn during his/her university studies. MethodTrigwell and Prosser's (2004) Approaches to Teaching Inventory (ATI) was administered to first-year lecturers along with a list of core competencies. ResultsAnalyses showed that opinions as to which competencies are highly essential for students varied in terms of teachers’ approach to teaching, sex, and branch of knowledge. Most participants, however, assessed “Communication skills”, “Time management”, “Critical thinking”, and “Application of knowledge” as the most important competencies for students. ConclusionsPreliminary results provide an insight into which competencies are regarded as most necessary for students and may guide universities as they prepare for the evaluation and accreditation process they are soon to face upon implementation of programmes.

A psychometric analysis of the Approaches to Teaching Inventory (ATI) and a proposal for a Spanish version (S-ATI-20). [Análisis psicométrico del cuestionario Approaches to Teaching Inventory (ATI) y propuesta en castellano (S-ATI-20)

Background: Recent educational research has explored how university teachers approach their teaching. One of the most widely used instruments is Trigwell and Prosser´s (2004) Approaches to Teaching Inventory (ATI). There is, however, scarce research on the Spanish version of this questionnaire. This paper aimed: 1) to analyse the reliability and structural validity of two existing versions of ATI in Spanish language, and 2) to present a proposal for a new Spanish version of ATI, and to measure its reliability and validity. Method: The samples comprised university and trainee teachers from two Spanish universities. Results: Reliability coefficients, factor structures, and item loadings of the two existing Spanish versions of ATI were evaluated. Some coincidental outcomes suggested that a revised ATI in Spanish was required, thus a new version (S-ATI-20) was presented and tested on a new sample. Conclusions: The results suggest questionnaires should be suitably translated and item wording carefully adapted. Factor analyses moderately support a two-scale model, but a lack of correlation between approaches suggests alternative approaches to teaching models might be worth considering. This paper presents preliminary results which should be taken with caution, but S-ATI-20 may serve as a tool for self-reflection in faculty development.

Profiling approaches to teaching in higher education: a cluster-analytic study

Teaching approaches in higher education have already been the subject of a considerable body of research. An important contribution was Prosser and Trigwell's development of the Approaches to Teaching Inventory (ATI). The present study aims to map out the approaches to teaching profiles of teachers in higher education on the basis of their scores on the ATI. The assignment of teachers to different profiles reflects a particular combination of scores on the ATI, which yields more information relative to teachers' scores on the separate scales. Our results also provide further insight into the validity of the ATI as an instrument for ascertaining teachers' approaches to teaching. Cluster analysis of the ATI data from 377 teachers revealed four profiles. Interview data with 30 teachers enabled us to obtain more detailed pictures of the profiles. Differences between the profiles in terms of gender, discipline and type of higher education institute were analysed.

Is temperament a key to the success of teaching innovation

Introduction A section of the undergraduate curriculum was revised due to consistently poor student evaluation. The chosen didactic method for achieving this change was reciprocal peer teaching. This innovation may have required academic members of staff to adapt to a new teaching style. Method Staff members determined their Keirsey temperament and were given a report on its interpretation. They participated in training on student-focused teaching techniques and completed the Approaches to Teaching Inventory (ATI) of their preferred approach to teaching. Their subsequent sessions with students were videotaped and analysed for features of student-focused, as opposed to teacher-focused teaching. Results There was a link between temperament type and apparent delivery of student-focused teaching. Staff member’s perceptions of their approach to teaching did not correspond to their actual teaching behaviour. Discussion Staff development strategies could take into account individual’s temperaments in order to direct their professional development for the full spectrum of flexible teaching skills. Alternatively teaching teams should be created in a way that takes account of different temperament types. Conclusion Temperament does play a key role in adaptation to innovation.

Approaches to teaching in higher education: Validation of a Dutch version of the Approaches to Teaching Inventory

The Approaches to Teaching Inventory (ATI) is used to examine teachers’ teaching approaches in higher education. Analyses into the validity and reliability of the original English ATI yielded positive results. In this study, we examined the degree to which these positive results can also be found for the Dutch version that we developed. Data were gathered from 377 teachers at the University of Antwerp (Flanders, Belgium) and three Antwerp university colleges. Confirmatory factor analyses and principal factor analyses with oblique rotation support a model with sub-factors belonging to two main factors. Our research supports the reliability and validity of our current Dutch version of the ATI. Consequently, the instrument can be used in educational research or practice to obtain insights into the teaching approach of teachers. Further research into differences in the structure of the ATI when used in different cultures would be valuable.

Teachers' meanings: transcending the cultural context

Teachers' meanings regarding teaching have been of interest to researchers for the last two decades and in the higher education literature there is some consensus for the way in which these are represented. One procedure for investigating aspects related to teachers' meanings is the Approaches to Teaching Inventory (ATI) which was originally developed in Australia and this study was conducted in order to investigate the feasibility of using the Inventory in Singapore, in a different cultural context. This article reports the results of data from the Inventory obtained from 51 lecturers in a polytechnic in Singapore. Modifications were made to the language of some items and the administration of the Inventory is described in detail. The results of an exploratory factor analysis indicated that the factor loadings reflected the factors identified in previous studies using the ATI. The data are discussed and implications for a more substantive study are considered. The results of the study provided evidence that it is feasible to use the ATI in this Singapore context.

Student-focused approaches to teaching in relation to context and teacher characteristics

The purpose of this paper is to gain more insight into the relationship between teachers’ approaches to teaching on the one hand, and the characteristics of context and teacher demographics on the other. Data were collected from 50 teaching staff at the University of Antwerp and from three sources: a Dutch translation of the Approaches to Teaching Inventory (ATI), information given by the participants, and information obtained through the personnel department of the university. Only the conceptual change/student-focused scale of the ATI had good reliability and was used for further analysis. Analysis of variance (ANOVA) showed no relationship between teachers’ approaches to teaching and the context variables of expert level of students, teaching discipline and the number of students in the classroom. Neither was a relationship found between the teachers’ conceptual change/student-focused approach and the teacher characteristics of gender, academic status, teaching experience, age and intention to participate in teacher training. Several interpretations of these data and perspectives for further research are discussed.

The Approaches to Teaching Inventory: A critique of its development and applicability

The Approaches to Teaching Inventory (ATI) is structured as two main scales, reflecting a teacher-centred information-transmission approach versus a student-centred conceptual-change approach, each subdivided into intention and strategy subscales. Its use in higher education investigations is increasing and, by default, it is assuming an operational definition of variation in 'approaches to teaching'. However, the ATI's conceptual foundations and procedures of development have not been systematically scrutinized. The present paper presents a comprehensive historical review and critique of the ATI's development. The procedures applied in the ATI's initial development are critically evaluated. Close attention is paid to the source of its foundation item pool, the criteria used in selecting from those foundation items, the adequacy of subject samples used in item trialling and the uses made of resultant trial response data in determining the final form of the inventory. The historical record is examined closely to determine the conceptual and psychometric credibility of the instrument. There are serious and irreversible concerns with the rigour and methodology adopted in the psychometric development of the ATI. The ATI manifestly does not reflect a functionally useful range of 'approaches to teaching', and its application to activities connected with the professionalization (and evaluation) of university teaching is rejected.

Confirmatory factor analysis of the Approaches to Teaching Inventory

The Approaches to Teaching Inventory (ATI) was developed to explore the relationship between students' approaches to learning, and teachers' approaches to teaching, in the physical sciences in higher education. It is increasingly being used in other contexts. To analyse the factor structure of the ATI. Confirmatory factor analysis. Inventory responses from over 1,000 university teachers, from 4 different countries and a wide range of disciplines, experience, and teaching level (year of students' study) were used as the sample. Cronbach's alpha values of the 2-scale inventory were acceptable for scale reliability, but not for the 4-scale structure. A good fit to the intended 2-factor structure was obtained by confirmatory factor analysis. Both Information transmission/teacher-focused and conceptual change/student-focused scales had well identified intention and strategy subscales. The ATI has been developed as a relational indicator of 2 dimensions of approaches to teaching. It is not intended for use in gathering a full, rich self-report of teaching, or in non-relational contexts. However, it has now been used in a number of different contexts, including different subject areas and cultures. There is evidence in this paper that in those contexts its factor structure is, in the main, consistent with the original design. This analysis also suggests ways that the ATI could be improved.

Phenomenographic pedagogy and a revised Approaches to teaching inventory

The Approaches to teaching inventory (ATI) is now being widely used as an instrument for formally monitoring approaches to teaching. A lesser‐known use is as a stimulant for discussion among groups of teachers to raise awareness of the variation in qualitatively different ways of approaching teaching. The phenomenographic origins of the ATI are consistent with these uses in academic development, both formative and summative. Following this increase in use, the validity and utility of the ATI were reviewed in 2003 using data from over 1600 teachers. We now summarize the outcomes of this review and report new results of the tests conducted on an expanded ATI with a further 318 academics. While the revised ATI maintains a focus on the qualitative variation in two key dimensions of teaching (a conceptual change/student‐focused approach and an information transfer/teacher‐focused approach), the number of items in those scales has now been increased. This version enhances those features of the original instrument that helped make it a useful trigger tool in ‘phenomenographic pedagogic’ discussion. Both phenomenographic pedagogy and the development of the ATI are discussed in this paper.