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Gibbs Graham & Coffey Martin (2004). « The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students ». Active Learning in Higher Education, vol. 5, n° 1, p. 87–100. En ligne : <http://alh.sagepub.com/content/5/1/87.abstract>. 
Added by: Laure Endrizzi (06 Jul 2011 18:38:59 Europe/Paris)
Resource type: Journal Article
DOI: 10.1177/1469787404040463
BibTeX citation key: Gibbs2004
Categories: Enseignement supérieur
Keywords: profession universitaire
Creators: Coffey, Gibbs
Collection: Active Learning in Higher Education
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URLs     http://alh.sagepub ... nt/5/1/87.abstract
Abstract     
This article reports a study on the effectiveness of university teachers’ training involving 22 universities in 8 countries. A training group of teachers and their students were studied at the start of their training and one year later. A control group of new teachers received no training and both they and their students were studied in the same way. Evidence is reported of changes over time relating to three measures: (i) student ratings of their teachers using six scales from the Student Evaluation of Educational Quality questionnaire {(SEEQ)} and the {‘Good} Teaching’ scale of the Module Experience Questionnaire {(MEQ);} (ii) the extent to which teachers described themselves as teacher-focused and student-focused in their approach to teaching, using two scales from the Approaches to Teaching Inventory {(ATI);} and (iii) the extent to which these teachers’ students take a surface approach and a deep approach to learning, using two scales from the {MEQ.} The article reports evidence of a range of positive changes in teachers in the training group, and in their students, and a contrasting lack of change, or negative changes, in untrained teachers from the control group.
Added by: Laure Endrizzi  
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