Affiliation:
1. Oxford University, UK
2. University of Leicester, UK
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.
Reference8 articles.
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2. GIBBS, G. & COFFEY, M. (2000) ‘ Training to Teach in Higher Education: A Research Agenda ’, Teaching in Higher Education 4(1): 31–44 .
3. GILBERT, A. & GIBBS, G. (1999) ‘ A Proposal for an International Collaborative Research Programme to Identify the Impact of Initial Training on University Teachers ’, Research and Development in Higher Education 21: 131–143 .
4. SEEQ: A RELIABLE, VALID, AND USEFUL INSTRUMENT FOR COLLECTING STUDENTS' EVALUATIONS OF UNIVERSITY TEACHING
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