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Stes Ann, Gijbels David & Van Petegem Peter (2007). « Student-focused approaches to teaching in relation to context and teacher characteristics ». Higher Education, vol. 55, n° 3, fĂ©vrier, p. 255–267. ISSN 0018-1560. En ligne : <http://www.springerlink ... ntent/l1467j881wr82441/>. 
Added by: Laure Endrizzi (06 Jul 2011 15:01:30 Europe/Paris)   Last edited by: Laure Endrizzi (06 Jul 2011 15:42:47 Europe/Paris)
Resource type: Journal Article
DOI: 10.1007/s10734-007-9053-9
ID no. (ISBN etc.): 0018-1560
BibTeX citation key: Stes2007a
Categories: Enseignement supérieur
Keywords: pédagogie universitaire, profession universitaire
Creators: Gijbels, Van Petegem, Stes
Collection: Higher Education
Views: 1445/1856
Views index: 15%
Popularity index: 3.75%
URLs     http://www.springe ... /l1467j881wr82441/
Abstract     
The purpose of this paper is to gain more insight into the relationship between teachers’ approaches to teaching on the one hand, and the characteristics of context and teacher demographics on the other. Data were collected from 50 teaching staff at the University of Antwerp and from three sources: a Dutch translation of the Approaches to Teaching Inventory {(ATI)}, information given by the participants, and information obtained through the personnel department of the university. Only the conceptual change/student-focused scale of the {ATI} had good reliability and was used for further analysis. Analysis of variance {(ANOVA)} showed no relationship between teachers’ approaches to teaching and the context variables of expert level of students, teaching discipline and the number of students in the classroom. Neither was a relationship found between the teachers’ conceptual change/student-focused approach and the teacher characteristics of gender, academic status, teaching experience, age and intention to participate in teacher training. Several interpretations of these data and perspectives for further research are discussed.
Added by: Laure Endrizzi  Last edited by: Laure Endrizzi
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