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First published online July 24, 2016

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

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.

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References

COFFEY, M. & GIBBS, G. (2000) ‘ The Evaluation of the Student Evaluation of Educational Quality Questionnaire (SEEQ) in UK Higher Education ’, Assessment and Evaluation in Higher Education 26(1): 89–93 .
GIBBS, G. & COFFEY, M. (2000) ‘ Training to Teach in Higher Education: A Research Agenda ’, Teaching in Higher Education 4(1): 31–44 .
GIBBS, G. & COFFEY, M. (under review) ‘New Teachers’ Approaches to Teaching and the Utility of the ATI’, Higher Education Research and Development.
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 .
HO, A., WATKINS, D. & KELLY, M. (2001) ‘ The Conceptual Change Approach to Improving Teaching and Learning: An Evaluation of a Hong Kong Staff Development Programme ’, Higher Education 42: 143–169 .
MARSH, H. W. (1982) ‘ SEEQ: A Reliable, Valid and Useful Instrument for Collecting Students’ Evaluations of University Teaching ’, British Journal of Educational Psychology 52: 77–95 .
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SCHON, D. A. (1987) Educating the Reflective Practitioner: Toward a New Design in Teaching and Learning in the Professions. San Francisco: Jossey-Bass .
TRIGWELL, K., PROSSER, M. & TAYLOR, P. (1994) ‘ Qualitative Differences in Approaches to Teaching First Year University Science ’, Higher Education 27: 75–84 .
TRIGWELL, K., PROSSER, M. & WATERHOUSE, F. (1999) ‘ Relations Between Teachers’ Approaches to Teaching and Students’ Approaches to Learning ’, Higher Education 37: 57–70 .
WEIMER, M. & LENZE, L. F. (1997) ‘Instructional Interventions: A Review of the Literature on Efforts to Improve Instruction’, in R. P. Perry & J. C. Smart (eds) Effective Teaching in Higher Education: Research and Practice. New York: Agathon Press .

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Published In

Article first published online: July 24, 2016
Issue published: March 2004

Keywords

  1. approaches to learning
  2. evaluation of teaching
  3. teacher training
  4. teaching effectiveness

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© 2004.
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History

Issue published: March 2004
Published online: July 24, 2016

Authors

Affiliations

Graham Gibbs
Martin Coffey
University of Leicester, UK

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This article was published in Active Learning in Higher Education.

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