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

Abstract

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)?

Effects of a Short Course Training Program on Approaches to Teaching in Higher Education: Example From Croatia

“…Communication competencies predominated in the frequency of responses to the question of what should be added to the program to provide an even higher quality platform for personal and professional growth and development. Similar positive results, which justify optimism in promoting the significance of programs for developing teaching competencies for university teachers, have been obtained in other studies, in the context of a change in teaching approach among teachers in higher education after only twenty hours of the program on approaches to teaching for university teachers (González-Geraldo and Monroy, 2017), an increase in the proportion of teaching directed towards students (González Geraldo et al 2021), but also evidence of two-way effects through a perceived deep approach to learning, focus on meaning and understanding of material, among students whose teachers participated in the program to acquire teaching competencies (Marchant et al, 2018).…”

Digital Competencies Development in Higher Education Institutions: A Mixed Methods Research Study

“…The participants of the Course in Academic Teaching, as well as the conceived thematic areas of the final thesis studies, ultimately point to the need for a pedagogical or so-called professional-didactic component of the training of lecturers at technical universities in domestic and foreign conditions, and the need to develop the didactic skills of these lecturers. The presented final theses have a common denominator -a deeper insight into the academic skills improvement of university lecturers, as shown in other research studies [8,21,22,40]. In the context of the discussion, we are particularly interested in the potential development of digital competencies and supporting the innovations of the higher education lecturers themselves.…”

“…It is a challenge for HEI to focus on motivation and the development of sustainability in innovations, in addition to the importance of investment in digital transformation. Universities should monitor, via freely available and internationally approved tools, the extent to which lecturers accomplish their teaching duties and endeavor to improve their teaching skills and aptitudes, as well as their attitudes towards and commitment to students [8]. The DigCompEdu Check-In self-assessment questionnaire is one of the free available options in electronic form that serves as a tool for the digital mapping of competencies for all higher education lecturers [9][10][11].…”

Towards Automated Evaluation of the Quality of Educational Services in HEIs

“…Therefore, to achieve the set goals, it is necessary to consider the assurance and evaluation of the quality of services as tools for the strategic development of HEIs [13]. During the transition from traditional to mixed learning, imposed by the Covid-19 pandemic, problems are emerging in terms of ensuring and maintaining the quality of education, including the compliance of educational programs with the requirements of the labour market, the expectations of students and their families, digital transformation of the educational process and economic stability of institutional networks [14][15][16][17][18].…”