Orientations to Teaching and Their Effect on the Quality of Student Learning

Kember, David; Gow, Lyn

doi:10.2307/2943877

Cited by 231 publications

(122 citation statements)

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“…If teachers use student-focused teaching approaches instead of teacher-centered teaching, students tend to use deep learning approaches (Gow & Kember, 1993;Trigwell et al, 1999). When the effects of teachers' teaching approaches on students' learning approaches are considered (Kember & Gow, 1994;Prosser & Trigwell, 1997;Trigwell et al, 1994), determining teachers' teaching approach may contribute solutions to the quality problems in education. Kember (1997, p. 273) indicates the importance of studying the teaching approach by saying ''the studies have been shown to be related to measures of the quality of student learning".…”

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confidence: 99%

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

Tezci¹

2016

IES

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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.

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confidence: 99%

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

Tezci¹

2016

IES

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“…We used the content analysis technique for each of the transcribed texts (open-ended question and interviews) via the process of categorising the thematic content of the data, using the theoretical approaches on teaching conceptions and approaches as a reference (Dunkin, 1990;Dall'Alba, 1991;Ramsden, 1993;Kember & Gow, 1994;Prat et al, 1998;Trigwell & Prosser, 1999). The information was codified at an initial level in which we identified units of meaning in order to establish the categories.…”

Section: Discussionmentioning

confidence: 99%

Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

Acosta

Tomàs-Folch

Condom

2017

J. Technol. Sci. Educ.

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The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics' professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty's conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students' interests, skills and attitudes, and with a heavy emphasis on building students' core values. Interviews reveal changes in the participants' learning and competencies due to the training, along with a positive impact on the teachers' lesson planning assessment strategies, students' feedback and the willingness to engage in more reflexive teaching practice.

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“…This perspective, often called the Engineering Conception, values teacher expertise, efficient content coverage, productive time management, and the development of instructional materials (Pratt, 1992). The act of teaching is therefore often a matter of presenting one's knowledge in a clear and accurate format, often utilizing educational media such as slide-based presentations (Kember & Gow, 1994). Although common in higher education, major deficiencies in the instructional techniques based in the Engineering Conception have been identified, including high drop-out rates due to poor-quality learning environments (Seymour & Hewitt, 2000), and an overall decline in the competitiveness of the American Science, Engineering and Math (SEM) workforce (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This learning facilitation perspective is often characterized by a focus on high-level aims such as problem-solving skills, critical thinking, and independent learning and a view that teaching is a facilitating, interactive, procedure of motivating students and creating environments where students really want to learn (Kember & Gow, 1994). Learning-centered teaching methods are typically characterized using in-class activities and include active learning, cooperative learning, and inductive teaching and learning (Prince & Felder, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

<p>Case Study on the Two Individual Paradigms of Education in a Manufacturing Quality Course</p>

Webster¹,

Turner²

2017

JOTS

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ABSTRACT:This article provides a review of two paradigms of education and the application of each in a manufacturing quality control course for engineering technology (ET) students. The most common paradigm of education used in quality-focused courses is teaching-centered. This traditional method has contributed to students' perception of quality (e.g., quality control, statistical process control, total quality management), as a dry subject to learn compared to other core and/or elective courses in their plans of study. This case study describes the creation and implementation of a manufacturing quality control curriculum that is learningcentered. Based on student feedback, this approach increased ET students' self-reported satisfaction of the course, lab, and instructor, as compared to a teaching-centered course. Additionally, the students' engagement and dynamic involvement in the learning activities increased, due in part to project-based learning. In order to enhance further adoption of studentcentered instructional techniques in qualityfocused courses, the authors have shared all project-based learning resources.

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Orientations to Teaching and Their Effect on the Quality of Student Learning

Cited by 231 publications

References 0 publications

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

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

Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

<p>Case Study on the Two Individual Paradigms of Education in a Manufacturing Quality Course</p>

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