The Approaches to Teaching Inventory: A Preliminary Validation of the Malaysian Translation

A psychometric analysis of the Approaches to Teaching Inventory (ATI) and a proposal for a Spanish version (S-ATI-20). [Análisis psicométrico del cuestionario Approaches to Teaching Inventory (ATI) y propuesta en castellano (S-ATI-20)]

“…Thus, the four-subscale dimensionality initially defended by the original authors, as well as the proposed two-scale models, cannot be fully supported by our data, particularly regarding the ITTF scale. Our results thus lend support to recent investigations in several countries (Goh et al, 2014;Meyer & Eley, 2006;Stes, De Maeyer, et al, 2010). Nevertheless, the two-component solutions when forcing factors do fit the CCSF-ITTF model posited by Prosser and Trigwell (2005), and support previous studies (see Stes, De Maeyer, et al, 2010).…”

“…Previous studies on the factor structure of ATI have conducted factor analysis with Principal Component Analysis (PCA) and varimax rotation, such as Goh et al (2014), Stes, De Maeyer, et al (2010), Trigwell and Prosser (2004), among others. However, bearing in mind Meyer and Eley´s (2006) recommendation against "Little Jiffy" (that is, PCA with varimax rotation and the Kaiser criterion, the norm in the literature and by far the most common choice for factor extraction), ML with oblique rotation forced to two factors was performed (Table 5).…”

“…In the validation of their Dutch version of ATI, Stes, De Maeyer, et al (2010, p. 64) also observe that this very item was not properly understood by Flemish university teachers, as they "appear to regard neither making one"s own notes nor copying those made by the teacher as something which can straightforwardly be characterized as either student-centred and aimed at conceptual change or teachercentred and aimed at information transmission." Most recently, a Malaysian version of ATI (Goh et al, 2014) has experienced problems with item 10 of ATI-22, which is also related to note taking (I think an important reason for running teaching sessions in this subject is to give students a good set of notes). These authors suggest that teachers may anales de psicología, 2015, vol.…”

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

“…Bu çalışma ile daha önce İspanya (Monroy, Geraldo ve Pina, 2015), Malezya (Goh, Wong ve Hamzah, 2014) ve Hollanda (Stes, Gijbels ve Van Petegem, 2008) kültürlerine uyarlanan ÖYE'nin, Türkiye'de öğretim elemanlarının öğretme yaklaşımlarını ortaya koymak amacıyla kullanılması ve böylece hem Türk kültürüne bir ölçme aracının kazandırılması hem de bu yolla öğretim elemanlarının öğretme yaklaşımlarının çeşitli değişkenler açısından irdelenmesine çalışılmıştır. Ayrıca daha önce batılı ülkelerde uygulama çalışmaları yapılmış olan ÖYE'nin Türkiye gibi doğu-batı sentezli bir kültürdeki yapı geçerliği de ortaya konulmuş olacaktır.…”

Validation of the Malaysian Version of the Teacher Education Program Coherence Questionnaire

“…However, Martin (2007) observes that gender differences usually have little impact on factor structures. Finally, although we explored the differential relationships of the four factors with teaching efficacy as part of the construct validation, future studies could associate different theoretical constructs such as teaching approaches (Goh, Wong & Hamzah, 2014;Trigwell & Prosser, 2004) or teacher's selfesteem (Dobbins, 1996) and that would further help support a robust instrument.…”