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

Aksoy, Erdem; Akbaş, Ufuk; Seferoğlu, Gölge

doi:10.15390/eb.2018.7253

Cited by 6 publications

(9 citation statements)

References 23 publications

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“…In this case, the research determined that the model based on the transmission of information was prevalent (Goh et al, 2014). A similar circumstance has been observed in Turkey following the use of the ATI tool by 140 university teachers from 31 different faculties, where the results showed that in undergraduate degrees, the prevailing teaching approach is focused on the teacher, whereas, at postgraduate level, teachers adopt a teaching approach centred on the student (Aksoy et al, 2018). Furthermore, the results of this study demonstrated that associate lecturers presented a teaching approach more focused on the student, in comparison with senior lecturers, and a negative and weak relationship was highlighted between seniority and the teacher-centred approach.…”

Section: Introductionsupporting

confidence: 62%

Approaches to History Teaching According to a Structural Equation Model

2022

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Approaches to the teaching and learning of history imply a series of changes and improvements which are adapted to the new epistemological and disciplinary contexts. This calls for a series of transformations in teaching approaches and methodological strategies in order to bring them more into line with the current model of history education. The purpose of this article is to analyse the validity of a questionnaire designed to identify the perceptions of in-service teachers regarding the teaching approaches they believe to be most appropriate for teaching history in primary and secondary/baccalaureate education in Spain. The research methodology employed was quantitative with a non-experimental design based on a Likert-type questionnaire. The sample is non-probabilistic and consists of 332 active teachers who teach history in primary and secondary/baccalaureate education in Spain. For the analysis of the data, a structural equation model was used based on exploratory and confirmatory factor analyses. The results indicate that the teachers surveyed identify three teaching approaches in accordance with the theoretical approach underlying the research. Specifically, a traditional approach based on the memorisation of content; an intermediate model in which there is interaction between teachers and students, through strategies such as discussion, and a third focused on students and the development of historical and critical thinking. These results have important implications for the initial and on-going training of teachers, especially in terms of content.

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Section: Introductionsupporting

confidence: 62%

Approaches to History Teaching According to a Structural Equation Model

2022

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“…Similar to Biggs et al's (2001) R-SPQ-2F, the authors recommended using the two-scale version rather than the four-subscale one (Prosser & Trigwell, 2006). Nowadays, the ATI is a sound instrument which has been translated into many languages (see Aksoy et al, 2018;Harshman & Stains, 2017;Monroy et al, 2015). However, some serious criticisms have been raised (see Meyer & Eley, 2006).…”

Section: Approaches To Teaching and Pedagogical Implicationsmentioning

confidence: 98%

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

2020

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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)?

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“…The ATI has been implemented in a range of contexts, including Eastern countries such as Turkey (Aksoy et al, 2018), Malaysia (Goh et al, 2014) and China (Han et al, 2015) and Western countries such as Finland (Lindblom-Yl€ anne et al, 2006), Belgium (Stes et al, 2008) and Spain (Monroy et al, 2015). The findings from these studies indicate that ATI's appropriateness differs in different countries and contexts.…”

Section: Approaches To Teachingmentioning

confidence: 99%

“…The ATI has been implemented in a range of contexts, including Eastern countries such as Turkey (Aksoy et al. , 2018), Malaysia (Goh et al.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Preparing university teachers for times of uncertainty: the role of a transnational pedagogical-development training in Palestinian higher education

Aldahdouh

Holubek

Korhonen

et al. 2022

JARHE

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Purpose -The aim of this study is to explore the extent to which a transnational pedagogical training affected university teachers' approaches to teaching, as well as their efficacy beliefs and cultural perceptions, and to examine how such training could stimulate teachers' pedagogical-development processes beyond the specific context. Design/methodology/approach -An explanatory sequential mixed-methods design was adopted for the study. Quantitative data were collected through an online self-reported questionnaire from two-independent samples, both before (n 5 119) and after (n 5 110) the training. Qualitative data were collected after the training through episodic narrative interviews with five teachers. Findings -The quantitative and qualitative findings indicate contradictory aspects of the teaching approach and perceived culture. While the questionnaire responses highlighted the dominance of teacher-centred teaching approaches and an individualistic culture, a thematic analysis of the interview data showed that teachers experienced pedagogical development as (1) increasing student engagement, (2) improving their own teaching practices, (3) a community activity and (4) an institutionalised process.Research limitations/implications -The design of the current research may have limited the authors' potential to deeply investigate the effect of the transnational pedagogical training, as only snapshots of the teachers' perceptions were elicited. Future studies might consider a within-subject longitudinal design to thoroughly follow teachers' trajectories in learning and development over time. Practical implications -The research findings suggest that transnational pedagogical training initiatives are to be promoted amidst these uncertain times. Even though the focus of the study was not to explore the teachers' perceptions of teaching development during the pandemic, the current results imply that the mentioned training helped teachers in tailoring their pedagogical practices to suit the unexpected online teaching settings.

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

Cited by 6 publications

References 23 publications

Approaches to History Teaching According to a Structural Equation Model

Approaches to History Teaching According to a Structural Equation Model

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

Preparing university teachers for times of uncertainty: the role of a transnational pedagogical-development training in Palestinian higher education

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