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

By Graham R. Gibbs, M. Coffey. 2004

1,052 citations recorded by the source corpus.

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In Education

Citations in the corpus

A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8 (2006, background): “For example, many of our findings resemble what has been found in reviews of research on training of university teachers (Gibbs & Coffey, 2004); in many ways, it would be wise to learn from these studies and incorporate their methodologies (and findings) into our work.”
Impact of Teaching Development Programmes in Higher Education. HEA Research Series. (2012, methodology): “There would seem to be much greater potential for either harnessing existing tools and frameworks (e.g. ATI, MEQ for benchmarking teacher attitudes and practices, and SPQ, ASI, SEEQ or others for assessing student outcomes) and also for mapping post-programme changes.”
Consonance and dissonance in descriptions of teaching of university teachers (2008, methodology): “The positive effects of intensive pedagogical training on approaches to teaching have been shown ( Gibbs and Coffey 2004; Postareff, Lindblom-Ylanne, and Nevgi, forthcoming; Prosser et al. 2006).”
Instructional development for teachers in higher education: impact on teaching approach (2010, background): “However, it seems to be important that teachers are involved in instructional development at the beginning of their career to enhance desired changes in approach ( Gibbs and Coffey 2004 ).”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “Just as research has shown that deep, conceptual change is often required for students to replace their alternative conceptions with scientifically correct understandings of phenomena (National Research Council, 2007), the research on change in undergraduate science and engineering education shows t”
The relationship between engagement in the scholarship of teaching and learning and students’ course experiences (2008, background): “There is some research evidence that engaging in training in university teaching leads to increased student satisfaction and an increase in the use of student‐focused approaches to teaching (Lueddeke 2003 ; Gibbs and Coffey 2004 ).”
Student-centredness: the link between transforming students and transforming ourselves (2010, positive): “There is evidence to suggest that the introduction of academic staff development programmes aimed specifically at improving teaching has had a positive impact (Bamber 2008; Gibbs and Coffey 2004). These programmes have resulted in a wider adoption of student-centred conceptions of teaching Á using t”
Student-focused approaches to teaching in relation to context and teacher characteristics (2008, background): “ Gibbs and Coffey (2004) found that training can increase the extent to which teachers adopt a student-focused approach.”
‘Cigars on the flight‐deck’: new lecturers’ participatory learning within workplace communities of practice (2008, background): “Typically these studies use student questionnaires before and after lecturer development interventions to assess changes to lecturers’ teaching and students’ learning (see, for example, Gibbs and Coffey 2004 ).”
Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities (2018, background): “Our study bears more semblance to the large scale studies by Gibbs and Coffey (2004), Postareff, Lindblom-Ylänne, and Nevgi (2007; 2008), and Hanbury et al. (2008) which show that pedagogical training can improve the participants’ attitudes to teaching, that students appreciate instruction by teache”
Development and Use of the Approaches to Teaching Inventory (2004, methodology): “In the fourth study, Gibbs and Coffey (2004) note that 97 teachers who supplied ATI data at the beginning and end of a year-long “training” program, on average, increased their Conceptual Change/Student-focused scale score (statistically significantly) and decreased their Information…”
The effect of pedagogical training on teaching in higher education (2007, methodology): “Gibbs and Coffey (2004) made a similar finding; training increased the extent to which teachers adopted the CCSF approach to teaching, but changes in the ITTF approach were not as strong.”
The differential impact of UK accredited teaching development programmes on academics’ approaches to teaching (2008, background): “These are established in every university in the UK, Norway and Sri Lanka, and are becoming increasingly common in many other countries (Gibbs and Coffey 2004 ).”