TY - ABST

T1 - The impact of teaching development programs

AU - Rump, Camilla Østerberg

AU - Christiansen, Frederik V

AU - Trigwell, Keith

N1 - Conference code: 15

PY - 2013

Y1 - 2013

N2 - University teaching development programs for academic staff typically have a range of different educational goals, ranging from gaining basic proficiency in teaching to the more fundamental goal of changing teachers’ conception of teaching towards student focused conceptions. In the current paper we shall explore the development of four dimensions of teacher development in a teaching development program (~10ECTS) at the University of Copenhagen. The two most important dimensions considered are the teachers’ conceptual change student focus (as measured by the Approaches to Teaching Inventory), and the development of teachers’ self-efficacy beliefs with respect to teaching (as measured by a modified version of the Science Teaching Efficacy Belief Instrument). We find significant improvements with respect to both of these dimensions in several recent courses. No significant changes are found with respect to the Information Transfer Teacher Focus of the ATI or the outcome expectancy beliefs of STEBI. The paper discusses which elements of our course design we think are conducive for the development of teacher self-efficacy beliefs and conceptual change student focus respectively, and presents a model for relating the dimensions of progress to each other.

AB - University teaching development programs for academic staff typically have a range of different educational goals, ranging from gaining basic proficiency in teaching to the more fundamental goal of changing teachers’ conception of teaching towards student focused conceptions. In the current paper we shall explore the development of four dimensions of teacher development in a teaching development program (~10ECTS) at the University of Copenhagen. The two most important dimensions considered are the teachers’ conceptual change student focus (as measured by the Approaches to Teaching Inventory), and the development of teachers’ self-efficacy beliefs with respect to teaching (as measured by a modified version of the Science Teaching Efficacy Belief Instrument). We find significant improvements with respect to both of these dimensions in several recent courses. No significant changes are found with respect to the Information Transfer Teacher Focus of the ATI or the outcome expectancy beliefs of STEBI. The paper discusses which elements of our course design we think are conducive for the development of teacher self-efficacy beliefs and conceptual change student focus respectively, and presents a model for relating the dimensions of progress to each other.

KW - Faculty of Science

M3 - Conference abstract for conference

Y2 - 27 August 2013 through 31 August 2013

ER -