Inventory of pedagogy and practice: confirmatory factor analysis of multiple facets of teaching

Yeung, Alexander Seeshing; Taylor, Peter; McWilliam, Erica

doi:10.1080/1743727x.2012.696243

Cited by 3 publications

(5 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In fact, in real teaching situations, principles of a student-centered perspective can be embedded within a teacher-centered environment, and vice versa (Schuh, 2012). As Yeung, Taylor, and McWilliam (2012) have shown, even from the students' viewpoint, these two approaches are positively correlated (r=.64), and therefore may not be treated as mutually exclusive.…”

Section: Beliefsmentioning

confidence: 98%

Teachers’ self-concept and valuing of learning: relations with teaching approaches and beliefs about students

Yeung

Craven

Kaur

2014

Asia-Pacific Journal of Teacher Education

Self Cite

View full text Add to dashboard Cite

One's self-concept and value perceptions can significantly influence one's behaviors and beliefs. Australian teachers from urban and rural areas of the state of New South Wales were asked to respond to survey items on two predictors (teacher self-concept, valuing of learning) and 3 outcomes (2 immediate: student-centered and teacher-centered teaching; 1 long-term: beliefs in ability constraints). Confirmatory factor analysis established the five latent factors. Structural equation modeling found significant paths from teacher self-concept to both student-centered and teacher-centered approaches but not beliefs about student ability. The positive path from valuing of learning to student-centered teaching was statistically significant but the path to teacher-centered teaching was not. The significant path from valuing of learning to beliefs about student ability was negative indicating that teachers who value student learning were less likely to believe in ability constraints. The significant influences of teacher self-concept and valuing of learning on short-term and long-term outcomes have significant implications for teacher education. Teacher preparation programs should enhance self-concept together with teaching skills and facilitate an advocacy for students' learning rather than the teacher's teaching.

show abstract

Section: Beliefsmentioning

confidence: 98%

Teachers’ self-concept and valuing of learning: relations with teaching approaches and beliefs about students

Yeung

Craven

Kaur

2014

Asia-Pacific Journal of Teacher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…lecturing) approach is more suitable. This may imply that adult learning facilitators choose their approaches depending on the contextual circumstances, which is consistent with the previous studies (Yeung, Taylor & McWilliam, 2013;Yeung, Craven & Kaur, 2014).…”

Section: Flexible Adult Facilitation Approachessupporting

confidence: 89%

“…In the literature review chapter, we discussed that the student-centred approach could be more applicable to the andragogical model. However, we also explained that recent study findings show that neither approach to teaching should be prioritized over the other because competent teachers effectively utilize different approaches and techniques depending on learners' needs and contextual circumstances (Yeung, Taylor & McWilliam, 2013;Yeung, Craven & Kaur, 2014). Our interview findings supported this claim.…”

Section: 953supporting

confidence: 80%

“…However, the opposite findings have been revealed by recent studies. Yeung, Taylor and McWilliam (2013) have found that teachers tend to be flexible when it comes to their teaching approaches depending on the context. This is also confirmed by a study by Yeung, Craven and Kaur (2014).…”

Section: Teaching Approaches: Teacher-centred and Student-centred App...mentioning

confidence: 99%

“…Some researchers (Yeung, Taylor & McWilliam, 2013;Yeung, Craven & Kaur, 2014) argue that a competent teacher is one who uses various teaching approaches depending on their students' learning needs and other contextual circumstances. This argument has been confirmed by our research results, which show that adult learning facilitators tend to consider both approaches to teaching -teacher-centred and studentcentred -as applicable in adult learning and teaching.…”

Section: Flexible Adult Facilitation Approachesmentioning

confidence: 99%

See 2 more Smart Citations

Professional identity and competences of adult learning facilitators: Perspectives from Mongolian non-formal adult education

Zagir¹

View full text Add to dashboard Cite

I, hereby, gratefully acknowledge all the people who were involved in my esteemed journey of this doctoral study. Without their support, time and efforts, this journey would not have been completed. But before this, I would like take this moment to congratulate my supervisor Dr. Helga Dorner, a director of Institute of Research on Adult Education and Knowledge Management at the Faculty of Education and Psychology, Eötvös Loránd University. We started the journey together, we went through the journey together and we are now here together. Therefore, it would be more correct to congratulate her. She has been an excellent professional who tremendously helped, inspired and encouraged me throughout the entire journey. She has been an admirable professional who has competently mastered her daunting task as a supervisor along with many other important responsibilities of hers. She has been always present and available to me. She has been very patient with me. She has nurtured me. She is my role model and I want to be a supervisor, a researcher and a professional like her. I am very fortunate to have met her as my supervisor, who guided me confidently and competently throughout the challenging and adventurous journey and who opened the prestigious door of a scientific community for me. I am forever indebted to her and I will not forget this. Congratulations, Dr. Helga Dorner, my supervisor! First and foremost, I would like to express my immense gratitude to the Hungarian Government and the Hungarian People from the bottom of my heart. With the full support of Stipendium Hungaricum Scholarship Programme, I have completed this long journey without struggles. It would be impossible for me to study at this surprisingly good university, Eötvös Loránd University, and admiringly wonderful country, Hungary, without this utmost chance. I am deeply honoured to be a part of this great programme and it would absolutely be one of unforgettable and precious memories of my life. I deeply appreciate the Tempus Public Foundation and its staff for their efforts to manage and support my study here in Hungary. My heartfelt gratitude goes to the distinguished reviewers, Dr. Zsuzsa Kovács, Eötvös Loránd University, and Dr. habil. Balázs Németh, Pecs University. I really appreciate Dr. Zsuzsa Kovács for her valuable time. She was one of the reviewers of this research when it was proposed and she can now see how her feedback then had an impact on the research work. I greatly appreciate for her attentive reading of the entire research work and for her very specific questions and recommendations, which have made it so clear to us what we need to modify. And her reflections on the research work were very inspiring and motivated us well enough to revise it. I truly appreciate Dr. habil. Balázs Németh for his kind acceptance as an external reviewer and his valuable time for reviewing the research work. His recommendations on the relevant sources and in-depth and far-reaching questions guided us well in improving the research work, and, most importan...

show abstract

University english language learners' readiness to use computer technology for self-directed learning

Lee

Yeung

2017

System

View full text Add to dashboard Cite

Inventory of pedagogy and practice: confirmatory factor analysis of multiple facets of teaching

Cited by 3 publications

References 30 publications

Teachers’ self-concept and valuing of learning: relations with teaching approaches and beliefs about students

Teachers’ self-concept and valuing of learning: relations with teaching approaches and beliefs about students

Professional identity and competences of adult learning facilitators: Perspectives from Mongolian non-formal adult education

University english language learners' readiness to use computer technology for self-directed learning

Contact Info

Product

Resources

About