Development and Use of the Approaches to Teaching Inventory

By K. Trigwell, Michael Prosser. 2004

638 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c1aebe0f4f83560c94f80dc47a5dbfdbc8c1ca56

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Citations in the corpus

Teaching with technology in higher education: understanding conceptual change and development in practice (2017, background): “…HE teachers in the task of changing their conceptions of teaching and learning, a more effective use of Edtech can be achieved and the lack of educational gains made since the digital revolution became a part of HE may be remedied (Åkerlind, 2003; Kim et al., 2013; Trigwell & Prosser, 2004).”
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology (2013, background): “Norton et al. (2005) state that genuine development of academics’ approaches to teaching comes from addressing their underlying conceptions of teaching and learning (Norton, et al., 2005; Prosser & Trigwell, 1999; Trigwell & Prosser, 2004).”
Student-focused approaches to teaching in relation to context and teacher characteristics (2008, methodology): “Although a recent analysis of Trigwell and Prosser (2004) shows that the ATI is a valid and reliable instrument for the measurement of key aspects of the variation in ways teachers approach their teaching, in our study a very low reliability (Cronbach’s alpha = 0.17) for the teacher focused/inform”
The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty (2015, background): “EBIPs when they were students in our survey, the Approaches to Teaching Inventory (ATI; Trigwell and Prosser 2004; Trigwell et al. 2005).”
The differential impact of UK accredited teaching development programmes on academics’ approaches to teaching (2008, methodology): “The survey comprised four sections, and was developed in consultation with an established Network of Deputy and Pro‐Vice‐Chancellors and Vice‐Principals in the UK, and with reference to two existing instruments: the Approaches to Teaching Inventory (Trigwell and Prosser 2004 ) and the Unit of Study”
How approaches to teaching are affected by discipline and teaching context (2006, methodology): “The inventory used in this study consists of two parts: the Approaches to Teaching Inventory (ATI) (Prosser & Trigwell, 1999 ; Trigwell & Prosser, 2004 ) was developed from the identification of qualitatively different conceptions of, and approaches to, teaching.”
Phenomenographic pedagogy and a revised Approaches to teaching inventory (2005, methodology): “…a more generalized version of the items along with the first analysis of the structure of the ATI, using a large sample of academic staff (n = 656) (Trigwell & Prosser, 2004), and conducted a confirmatory factor analysis of the ATI based on other sets of inventories received from over 1000…”
A Validated and Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills (2017, background): “A deep approach to learning has been shown to enhance student outcomes, such as being better able to understand academic materials (Lizzio et al., 2002; Trigwell & Prosser, 2004; Wilson & Fowler, 2005).”
Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes (2015, background): “Wu (2007) examined the relationship between assessment conceptions and teaching practice through the concept “teaching approach” (Trigwell & Prosser, 2004) in which teaching strategies are related to teaching intentions and, consequently, practices and results.”
Evidence of the Impact of Scholarship of Teaching and Learning Purposes (2013, background): “, & Trigwell, K. (1999). Understanding Learning and Teaching: The Experience in Higher Education.”
A survey of literature on the teaching of introductory programming (2007, background): “We assume that readers of this paper have little experience or exposure to general literature in the theory of teaching and learning in higher education.”
The learning analytics cycle: closing the loop effectively (2012, background): “[16, 21]) identifies qualitatively different approaches to study – a deep, surface or strategic approach.”
Instructional development for teachers in higher education: impact on teaching approach (2010, methodology): “An interview schedule was developed with reference to relevant literature about teaching approaches (Prosser and Trigwell 1999; Trigwell and Prosser 2004).”