The Approaches to Teaching Inventory
A critique of its development and applicability
Bibliographic Data
| ID | 5264399 |
|---|---|
| Authors | Jan H F Meyer (0009-0002-8248-4469, Durham University, corresponding author), Malcolm G Eley (Monash University, corresponding author) |
| Year | 2006 |
| Volume | 76 |
| Issue | 3 |
| Pages | 633-649 |
| Publication date | 2006-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709905x49908 |
| PMID | 16953966 |
| OpenAlex | W2073835656 |
| Language | EN |
| Citations received | 11 |
| References cited | 28 |
Background. The Approaches to Teaching Inventory (ATI) is structured as two main scales, reflecting a teacher-centred information-transmission approach versus a student-centred conceptual-change approach, each subdivided into intention and strategy subscales. Its use in higher education investigations is increasing and, by default, it is assuming an operational definition of variation in 'approaches to teaching'. However, the ATI's conceptual foundations and procedures of development have not been systematically scrutinized.Aims. The present paper presents a comprehensive historical review and critique of the ATI's development.Method. The procedures applied in the ATI's initial development are critically evaluated. Close attention is paid to the source of its foundation item pool, the criteria used in selecting from those foundation items, the adequacy of subject samples used in item trialling and the uses made of resultant trial response data in determining the final form of the inventory. The historical record is examined closely to determine the conceptual and psychometric credibility of the instrument.Conclusions. There are serious and irreversible concerns with the rigour and methodology adopted in the psychometric development of the ATI. The ATI manifestly does not reflect a functionally useful range of 'approaches to teaching', and its application to activities connected with the professionalization (and evaluation) of university teaching is rejected
Conceptual framework · Credibility · Epistemology · Foundation (evidence) · Professionalization · Rigour · Social science · Sociology · Subject (documents) · Applied Psychology · Computer Science · Educational Environments and Student Outcomes · Evaluation of Teaching Practices · Psychology · Teacher Professional Development and Motivation
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Impact of a spanish Higher Education teacher development programme on approaches to teaching. Psychometric properties of the S-ATI-20 scale
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From learner to teacher
The dimensions of approaches to teaching in higher education
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Beyond the dichotomy of teacher- versus student-focused education
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Profiling approaches to teaching in higher education
Understanding Student Learning (Routledge Revivals)
Teachers’ beliefs and intentions concerning teaching in higher education
Relations between teachers' approaches to teaching and students' approaches to learning
Repairing Tom Swift's Electric Factor Analysis Machine
Development and Use of the Approaches to Teaching Inventory
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
A reconceptualisation of the research into university academics' conceptions of teaching
Lecturers' approaches to teaching and their relationship to conceptions of good teaching
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Telling Half the Story
Measuring Teachers' Repertoire of Teaching Methods
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Relations between perceptions of the teaching environment and approaches to teaching
Confirmatory factor analysis of the Approaches to Teaching Inventory
Dissonance in Student Learning Patterns
Broadening an Understanding of the Phenomenon of Dissonance
Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,92 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |