Student-focused approaches to teaching in relation to context and teacher characteristics |
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| Authors: | Ann Stes David Gijbels and Peter Van Petegem |
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| Institution: | (1) Institute for Education and Information Sciences, Centre of Excellence in Higher Education (ECHO), University of Antwerp, Lange Nieuwstraat 55, 2000 Antwerpen, Belgium;(2) Institute for Education and Information Sciences, University of Antwerp, Gratiekapelstraat 10, 2000 Antwerpen, Belgium |
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| Abstract: | The purpose of this paper is to gain more insight into the relationship between teachers’ approaches to teaching on the one
hand, and the characteristics of context and teacher demographics on the other. Data were collected from 50 teaching staff
at the University of Antwerp and from three sources: a Dutch translation of the Approaches to Teaching Inventory (ATI), information
given by the participants, and information obtained through the personnel department of the university. Only the conceptual
change/student-focused scale of the ATI had good reliability and was used for further analysis. Analysis of variance (ANOVA)
showed no relationship between teachers’ approaches to teaching and the context variables of expert level of students, teaching
discipline and the number of students in the classroom. Neither was a relationship found between the teachers’ conceptual
change/student-focused approach and the teacher characteristics of gender, academic status, teaching experience, age and intention
to participate in teacher training. Several interpretations of these data and perspectives for further research are discussed. |
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| Keywords: | Approaches to teaching Context variables Teacher characteristics |
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