Pears, A. N., & Sheard, J. (2012, June), Investigating Swedish Teacher's Approaches to Their Teaching Practice  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21612

\bibitem{asee_peer_21612}
  Pears, A. N., \& Sheard, J. (2012, June), \emph{Investigating Swedish Teacher's Approaches to Their Teaching Practice}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21612

Arnold Neville Pears and Judy Sheard.  "Investigating Swedish Teacher's Approaches to Their Teaching Practice".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21612 Internet.  23 Apr, 2024

\bibitem{asee_peer_21612}
  Arnold Neville Pears and Judy Sheard.
  "Investigating Swedish Teacher's Approaches to Their Teaching Practice".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21612 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_21612
author = "Arnold Neville Pears and Judy Sheard"
title = "Investigating Swedish Teacher's Approaches to Their Teaching Practice"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21612}
number = {10.18260/1-2--21612}
}

TY  - CPAPER
AB  - Investigating Swedish Teacher’s Approaches to            their Teaching Practice                      Anonymous review version                             October 6, 2011    The importance of educational quality, and a need to enhance capacityfor scholarship in teaching and learning among academics has increased inglobal importance following the publication of Boyer’s book ”The prioritiesof the Professoriate” in 1990. His description of a fourth scholarship dealingwith teaching and inspiring learners to engage in the discipline sparked aworldwide interest in enhancing higher education quality through staff de-velopment, and staff involvement in applied education theory across all dis-ciplines.    In Sweden initiatives lead by the Higher Education Department haveincreased interest by University management in systematic assessment of ed-ucational quality. At Uppsala University these trends are addressed by estab-lishing a univeristy wide educational quality initiative (Pedagogiska Program-met). As a part of its response to this general plan for further developmentof educational quality at Uppsala University, the Faculty of Technology andNatural Sciences established a higher education development and advisorybody ”TUR” in 2008. An inventory of existing practices and attitudes toeducation among academic staff was identified as a priority area in the threeyear action plan for TUR approved in 2009.    This report develops and analyses the reliability and validity of a Swedishtranslation of the Trigwell and Prosser Approaches to Teaching Inventory(ATI) using data collected from academics in the Faculty of Technology andNatural Sciences at Uppsala University Sweden. The Approaches to TeachingInventory is an instrument developed by Prosser and Trigwell to provide in-sight into how University teaching staff view teaching and learning activitiesassociated with their role at the University.                                      1    The first part of the report describes the development and validation ofa Swedish translation of the ATI. The Swedish instrument structure is anal-ysed using factor analysis and a two factor model derived that confirms thestructure reported earlier by Prosser and Trigwell. The constructs proposedby Prosser and Trigwell are also tested by computing cronbach alphas.    We then stratify the data and perform statistical comparisons to iden-tify statistically significant differences in the subscales of the ATI based ongender, age, role in the organisation, and participation in courses in the-ory and practice of higher education. The paper summarises the analysis ofdata collected from 521 academics in the Faculty of Science and Technology,identifying trends in approach and attitude to teaching and learning.    The analysis presents overall indicators derived from the ATI instrument,as well as identifying statistically significant differences. The dependent vari-ables studied include age, gender, participation in courses in higher educationtheory, and function within the organisation. We identify a strong studentcentric approach across the entire Faculty of Science and Technology, how-ever, there is also a strong focus on teaching for assessment which we believeis linked to the recent emphasis on learning outcomes and examination ofstudent-centric learning outcomes emphasised by the Bologna system.    The paper is structured as follows. Development of the Swedish versionof the ATI is described. This is followed by a summary of the study methodand data collection process. The results of confirmatory factor analysis andreliability measures, including computation of Cronbach’s alpha for relevantstatistical constructs, are then presented and discussed. An analysis of vari-ations in approach to teaching on the basis of a range of key variables arepresented and discussed. Finally we provide conclusions and areas for futureexploration.                                      2
AU  - Arnold Neville Pears
AU  - Judy Sheard
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Investigating Swedish Teacher's Approaches to Their Teaching Practice
UR  - https://peer.asee.org/21612
DO  - 10.18260/1-2--21612
ER  -