Teacher and Student-Focused Approaches: Influence of Learning Approach and Self-Efficacy in a Psychology Postgraduate Sample



Kaye, Linda K and Brewer, Gayle 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 & Teaching, 12 (1). 12 - 19.

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Abstract

<jats:p> 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. </jats:p>

Item Type: Article
Depositing User: Symplectic Admin
Date Deposited: 22 Aug 2018 14:14
Last Modified: 17 May 2021 12:11
DOI: 10.2304/plat.2013.12.1.12
URI: https://livrepository.liverpool.ac.uk/id/eprint/3025405