The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students

Autor/inn/en	Gibbs, Graham; Coffey, Martin
Titel	The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
Quelle	In: Active Learning in Higher Education the Journal of the Institute for Learning and Teaching, 5 (2004) 1, S.87-100 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787404040463
Schlagwörter	Attitude Measures; Teacher Evaluation; Student Evaluation of Teacher Performance; College Faculty; Inservice Teacher Education; Teaching Skills; Faculty Development; Program Effectiveness; Foreign Countries; Educational Quality; Teaching Methods; Teacher Competencies + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Fakultät; Lehrerfortbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst
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 in teachers in the training group, and in their students, and a contrasting lack of change, or negative changes, in untrained teachers from the control group. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10