Phenomenographic pedagogy and a revised<i>Approaches to teaching inventory</i>

Trigwell, Keith; Prosser, Michael; Ginns, Paul

doi:10.1080/07294360500284730

Cited by 172 publications

(176 citation statements)

References 11 publications

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“…Academics' beliefs about what constitutes effective teaching in higher education are important because these beliefs influence the approach they take to teaching (Trigwell, Prosser, & Ginns, 2005). In essence, the literature conveys a wide spectrum of teachers' conceptions of what constitutes effective teaching, with a teacher-centred approach focusing on knowledge transmission at one end, and a student-centred approach at the other (Trigwell & Prosser, 2004).…”

Section: Conceptions Of Effective Teachingmentioning

confidence: 99%

“…In this approach, teachers' conceptions about the relationship between learning and teaching take a central place. Earlier, Trigwell et al (2005) identified three variations in approaches to teaching which take student learning as the starting point: student-teacher interaction, concept acquisition, and student-focused conceptual development or conceptual change (SFCC). In this way of thinking, lecturers see it as their role to prevent misunderstandings, to create for their students a learning environment within which to negotiate meaning, and to encourage knowledge creation (Samuelowicz & Bain, 2001).…”

Section: Conceptions Of Effective Teachingmentioning

confidence: 99%

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Moving out of their comfort zones: enhancing teaching practice in transnational education

Lamers

Admiraal

2017

International Journal for Academic Development

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This paper investigates the development of teaching practice of the multinational staff delivering UK programmes in a higher education institution in Oman hosting these programmes. It presents a tool to evaluate the teaching practice, and points to those elements of an academic development framework that were found to be most useful in supporting staff in moving towards a student-centred, learningfocused teaching approach. The majority of the lecturers made this shift. We therefore conclude by arguing for long-term CPD aimed at enhancing teaching quality to be part and parcel of a partnership.

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Section: Conceptions Of Effective Teachingmentioning

confidence: 99%

Section: Conceptions Of Effective Teachingmentioning

confidence: 99%

Moving out of their comfort zones: enhancing teaching practice in transnational education

Lamers

Admiraal

2017

International Journal for Academic Development

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“…Students reveal a high disposition to raise questions, encouraged and uninhibited by peers, teachers or circumstances; teachers orientated towards "conceptual change student-focused" (CCSF) approaches to teaching (Trigwell, Prosser & Ginns, 2005, Trigwell & Prosser, 2009 …”

Section: Individual/ Personalmentioning

confidence: 99%

“…Socially compliant students who are inhibited in their questionasking, with few opportunities to ask informative, specialist or speculative questions in the quiescent atmosphere of a formal lecture system; teachers orientated towards "Information transmission, teacherfocused" (ITTF) approaches to teaching (Trigwell, Prosser & Ginns, 2005, Trigwell & Prosser, 2009 …”

Section: Individual/ Personalmentioning

confidence: 99%

“…In this work we used the revised Approaches to Teaching Inventory, or ATI-R (Trigwell, Prosser & Ginns, 2005) because this instrument was developed in the context of higher education. These authors have identified two opposite preferential teaching approaches: "information transmission, teacher-focused" -ITTF, and "conceptual change student-focused" -CCSF (Trigwell & Prosser, 2009).…”

Section: Approaches To Teachingmentioning

confidence: 99%

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Contexts for questioning: two zones of teaching and learning in undergraduate science

et al. 2012

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Higher education institutions are currently undertaking a challenging process in moving from teacher-orientated to student-focused approaches. Students' ability to asking questions is fundamental to developing critical reasoning, and to the process of scientific enquiry itself. Our premise is that questioning competences should become a central focus of current reforms in higher education. This study, part of a broader naturalistic research project, aims at (1) describing teachers' reactions to students' questions; (2) exploring how these reactions are perceived by students, and (3) how these two dimensions interrelate to create 'contextual questioning zones'. Specific components of a context, such as 'Settings', 'Social' and 'Individual/Personal', will be highlighted. The discussion of two 'opposite' contexts of enquiry is based on qualitative data gathered through close collaboration with four teachers of undergraduate biology at a Portuguese university. During an entire academic year these teachers were observed during their 'daily activity'. The teachers and a group of seven selected students were also interviewed at the end of the year. Discussion of the interview data, validated by the respondents, is used to illustrate the different kinds of 'questioning zones'. The paper concludes with some reflections and suggestions to promote authentic enquiry-based learning experiences. Contexts for questioning Contexts for questioning: two zones of teaching and learning in undergraduate scienceHigher education institutions are currently undertaking a challenging process in moving from teacher-orientated to student-focused approaches. Students" ability to asking questions is fundamental to developing critical reasoning, and to the process of scientific enquiry itself. Our premise is that questioning competences should become a central focus of current reforms in higher education. This study, part of a broader naturalistic research project, aims at (1) describing teachers" reactions to students" questions; (2) exploring how these reactions are perceived by students, and (3) how these two dimensions interrelate to create "contextual questioning zones". Specific components of a context, such as "Settings", "Social" and "Individual/Personal", will be highlighted. The discussion of two "opposite" contexts of enquiry is based on qualitative data gathered through close collaboration with four teachers of undergraduate biology at a Portuguese university. During an entire academic year these teachers were observed during their "daily activity". The teachers and a group of seven selected students were also interviewed at the end of the year. Discussion of the interview data, validated by the respondents, is used to illustrate the different kinds of "questioning zones". The paper concludes with some reflections and suggestions to promote authentic enquirybased learning experiences.

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Barriers instructors experience in adopting active learning: Instrument development

Carroll,

Reeping,

Finelli

et al. 2023

J of Engineering Edu

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BackgroundDespite well‐documented benefits, instructor adoption of active learning has been limited in engineering education. Studies have identified barriers to instructors’ adoption of active learning, but there is no well‐tested instrument to measure instructors perceptions of these barriers.PurposeWe developed and tested an instrument to measure instructors’ perceptions of barriers to adopting active learning and identify the constructs that coherently categorize those barriers.MethodWe used a five‐phase process to develop an instrument to measure instructors’ perceived barriers to adopting active learning. In Phase 1, we built upon the Faculty Instructional Barriers and Identity Survey (FIBIS) to create a draft instrument. In Phases 2 and 3, we conducted exploratory factor analysis (EFA) on an initial 45‐item instrument and a refined 21‐item instrument, respectively. We conducted confirmatory factor analysis (CFA) in Phases 4 and 5 to test the factor structure identified in Phases 2 and 3.ResultsOur final instrument consists of 17 items and four factors: (1) student preparation and engagement; (2) instructional support; (3) instructor comfort and confidence; and (4) institutional environment/rewards. Instructor responses indicated that time considerations do not emerge as a standalone factor.ConclusionsOur 17‐item instrument exhibits a sound factor structure and is reliable, enabling the assessment of perceived barriers to adopting active learning in different contexts. The four factors align with an existing model of instructional change in science, technology, engineering, and mathematics (STEM). Although time is a substantial instructor concern that did not comprise a standalone factor, it is closely related to multiple constructs in our final model.

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Phenomenographic pedagogy and a revisedApproaches to teaching inventory

Cited by 172 publications

References 11 publications

Moving out of their comfort zones: enhancing teaching practice in transnational education

Moving out of their comfort zones: enhancing teaching practice in transnational education

Contexts for questioning: two zones of teaching and learning in undergraduate science

Barriers instructors experience in adopting active learning: Instrument development

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