Teacher and Student-focused Approaches: Influence of learning approach and self-efficacy in a psychology postgraduate sample

Kaye, LK and Brewer, G ORCID: 0000-0003-0690-4548 (2013) Teacher and Student-focused Approaches: Influence of learning approach and self-efficacy in a psychology postgraduate sample Psychology Learning and Teaching, 12 (1). pp. 12-19. ISSN 1475-7257, 1475-7257

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Abstract

The current study examined approaches to teaching in a postgraduate psychology sample. This included considering teaching-focused (information transfer) and student-focused (conceptual changes in understanding) approaches to teaching. Postgraduate teachers of psychology (N = 113) completed a questionnaire measuring their use of a teacher- or student-focused approach, deep and surface approaches to learning and teaching, and research self-efficacy. Standard multiple regressions revealed that the manner in which postgraduate students approached their own studies (i.e., deep or surface learning approach) predicted the use of a teacher- or student-focused approach in their teaching practice. Specifically, postgraduates adopting a deep approach to their own learning were more likely to adopt a teaching-focused approach to their teaching practice. Those adopting a surface approach to their own studies were most likely to adopt a student-focused approach. Furthermore, postgraduates with a high level of teaching self-efficacy were more likely to adopt a student-focused approach to teaching practice. Additionally, postgraduates who had received formal teaching training scored higher on teacher self-efficacy than those who had not received such training. Taken together, the findings suggest the key role of formal training in enhancing self-efficacy in teaching, and demonstrate an association between the learning styles adopted by postgraduate teachers and their approach to teaching.

Item Type:	Article
Uncontrolled Keywords:	52 Psychology, 5201 Applied and Developmental Psychology
Depositing User:	Symplectic Admin
Date Deposited:	22 Aug 2018 14:14
Last Modified:	24 Jan 2026 01:46
DOI:	10.2304/plat.2013.12.1.12
Related Websites:	Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3025405
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