Evidence for Conceptual Change in Approaches to Teaching

Autor/inn/en	Cassidy, Robert; Ahmad, Arshad
Titel	Evidence for Conceptual Change in Approaches to Teaching
Quelle	In: Teaching in Higher Education, 26 (2021) 5, S.742-758 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cassidy, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1680537
Schlagwörter	Concept Formation; Attitude Change; Student Centered Learning; Graduate Students; Professional Development; Seminars; Higher Education; Teacher Education; Program Effectiveness; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Attitudinal change; Einstellungsänderung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Seminar; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerausbildung; Lehrerbildung; Ausland; Kanada
Abstract	The present study takes a novel quantitative approach to examine whether the change mechanisms hypothesized by conceptual change theories are involved in reconceptualizing teaching from a teacher-centred to a student-centred approach. We assessed changes in approaches to teaching, measured with the Approaches to Teaching Inventory-Revised (ATI-R), in emerging higher education faculty (N = 99) after a professional learning seminar. Latent variable analyses revealed coherent and interpretable changes in the underlying factor structure of the ATI-R, with students demonstrating more differentiated teacher-centred and student-centred concepts after the intervention. These changes are interpreted as a structural revision of approaches to teaching, consistent with conceptual change theories. Our observations not only support the importance of conceptual change in approaches to teaching but point to change mechanisms so that professional learning programmes may explicitly target them mechanisms to effect these desired changes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01