Journal ArticleDOI
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
Graham Gibbs,Martin Coffey +1 more
TLDR
In this article, a study on the effectiveness of university teachers' training involving 22 universities in 8 countries was conducted, where a training group of teachers and their students were studied at the start of their training and one year later.Abstract:
This article reports a study on the effectiveness of university teachers’ training involving 22 universities in 8 countries. A training group of teachers and their students were studied at the start of their training and one year later. A control group of new teachers received no training and both they and their students were studied in the same way. Evidence is reported of changes over time relating to three measures: (i) student ratings of their teachers using six scales from the Student Evaluation of Educational Quality questionnaire (SEEQ) and the ‘Good Teaching’ scale of the Module Experience Questionnaire (MEQ); (ii) the extent to which teachers described themselves as teacher-focused and student-focused in their approach to teaching, using two scales from the Approaches to Teaching Inventory (ATI); and (iii) the extent to which these teachers’ students take a surface approach and a deep approach to learning, using two scales from the MEQ. The article reports evidence of a range of positive changes ...read more
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A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8.
Yvonne Steinert,Karen Mann,Angel Centeno,Diana H. J. M. Dolmans,John Spencer,Mark H. Gelula,David Prideaux +6 more
TL;DR: In this paper, the authors synthesize the existing evidence that addresses the question: "What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?"
Journal Article
A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8
Yvonne Steinert,Karen Mann,Angel Centeno,Diana H. J. M. Dolmans,John Spencer,Mark H. Gelula,David Prideaux +6 more
TL;DR: In this article, the authors synthesize the existing evidence that addresses the question: "What are the effects of faculty development interventions on the knowledge, attitudes and skills of teachers in medical education, and on the institutions in which they work?"
Journal ArticleDOI
Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature
TL;DR: In this paper, the authors present a review of the state of change in instructional practices used in undergraduate science, technology, engineering, and mathematics (STEM) courses, focusing on four broad categories of change strategies: disseminating curriculum and pedagogy, developing reflective teachers, enacting policy, and developing shared vision.
Discipline-Based Education Research: Understanding and Improving Learning in
TL;DR: The National Research Council's Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-theart advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs.
Journal ArticleDOI
Development and Use of the Approaches to Teaching Inventory
Keith Trigwell,Michael Prosser +1 more
TL;DR: The Approaches to Teaching Inventory (ATI) as discussed by the authors was developed from the research perspective applied by Marton and colleagues in Europe (Marton, F., Hounsell, D., and Entwistle, N. 1997) to student learning.
References
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Book
Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions
TL;DR: The problems that face professionals (physicians, lawyers, architects) are often complex and lack "right answers." Skillful professional practice often depends less on factual knowledge than on the ability to reflect before taking action as discussed by the authors.
Journal ArticleDOI
Relations between teachers' approaches to teaching and students' approaches to learning
TL;DR: For example, the authors found that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject, but less strongly, in classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions.
Journal ArticleDOI
A performance indicator of teaching quality in higher education: The Course Experience Questionnaire
TL;DR: The Course Experience Questionnaire (CEQ) as discussed by the authors is a student evaluation instrument designed to measure the teaching performance of academic organisational units in Australian higher education, which is based on the theory of teaching and learning.
Journal ArticleDOI
Qualitative differences in approaches to teaching first year university science
TL;DR: In this paper, a phenomenographic approach was used to explore the intentions associated with the teaching strategies of first year physical science lecturers and the implications for attempts to improve teaching through developing strategies are discussed.
Journal ArticleDOI
SEEQ: A Reliable, Valid, and Useful Instrument for Collecting Students' Evaluations of University Teaching.
TL;DR: The SEEQ (Students' Evaluations of Educational Quality) as discussed by the authors is an instrument and programme for collecting students' evaluations of college/university teaching, which is used to measure nine distinct components of teaching effectiveness that have been identified in both student ratings and faculty self evaluations.