A Study of University Teachers' Approaches to Teaching at Undergraduate Level in Punjab, Pakistan

Autor/inn/en	Iqbal, Tanveer; Saeed, Amna; Akhter, Mumtaz
Titel	A Study of University Teachers' Approaches to Teaching at Undergraduate Level in Punjab, Pakistan
Quelle	In: Bulletin of Education and Research, 41 (2019) 1, S.147-162 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Foreign Countries; College Faculty; Teaching Methods; Universities; Public Colleges; Private Colleges; Student Centered Learning; Gender Differences; Career Readiness; Education Work Relationship; Teacher Behavior; Beliefs; Critical Thinking; Problem Solving; Undergraduate Students; Social Sciences; Natural Sciences; Lecture Method; Teaching Experience; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Privathochschule; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Geschlechterkonflikt; Teacher behaviour; Lehrerverhalten; Belief; Glaube; Kritisches Denken; Problemlösen; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Naturwissenschaften
Abstract	Teachers' approaches to teaching at undergraduate level in universities have long been considered very significant for students' learning. Teachers can develop critical thinking skills in students at this stage which in turn aid problem solving, that is essential to the social and economic development of a nation. This study aims to explore teachers' approaches to teaching at university level in Punjab, Pakistan through quantitative research and adaptation of the Approaches to Teaching Inventory (ATI), a reliable and valid survey instrument. Cluster stratified random sampling technique was applied to select one hundred and twenty teachers from eight public and private Universities. The results of this study indicate that the teachers use both Conceptual Change-Student Focused (CCSF) and Information Transmission-Teacher Focused (ITTF) approaches. A comparison of approaches to teaching in public and private universities showed no significant difference between them. However, the results of this study indicated that female teachers use ITTF approach more than male teachers. Professional development of university teachers regarding approaches to teaching is recommended based on the findings of this study. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01