ECE Högre seminarie 10 november
Tid: Fr 2017-11-10 kl 09.00 - 10.00
Föreläsare: Arnold Pears
The Approaches to Teaching Inventory (ATI) has been used to benchmark the impact of academic staff development programs in a range of different contexts over the last fifteen years.
This paper analyses, discusses and compares two large ATI data sets collected at a Swedish research university, the first data set was collected in 2009 and the second in 2012. This paper provides the results of open factor analysis of both data sets and a discussion of the differences in the nature of the two data sets through a comparison of the 2012 and 2009 analyses.
The open factor analysis of our second data set reveals a new conception of the teacher role which complements the existing transmission and conceptual change ori- entations. This new instructor orientation focuses on challenging student conceptions to achieve intellectual growth.
We also explore shifts in conceptions of teachers, exploring the impact of the in- service pedagogy courses we have been delivering together with the other initiatives within the Faculty of Science and Technology which aim to equip academics with a richer pedagogical palette as they pursue their teaching and learning activities. We demonstrate a statistically significant shift in staff approach towards conceptual devel- opment among staff who have completed our engineering and science education research courses.