Phenomenographic pedagogy and a revised Approaches to teaching inventory
Phenomenographic pedagogy and a revised Approaches to teaching inventory
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现象学教学法和修订后的教学清单方法
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Paul Ginns
中科院分区：
文献类型：
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作者：
K. Trigwell;M. Prosser;Paul Ginns
教学方法清单（ATI）目前正被广泛用作正式监测教学方法的工具。一个鲜为人知的用途是作为教师群体之间讨论的兴奋剂，以提高对教学质量不同方式的变化的认识。ATI的现象学起源与学术发展中的这些用途是一致的，包括形成性和总结性。随着使用的增加，ATI的有效性和实用性在2003年进行了审查，使用的数据来自1600多名教师。现在，我们总结了这一审查的结果，并报告了新的结果进行的测试扩展ATI与另外318名学者。虽然修订后的ATI仍然侧重于教学的两个关键方面（概念转变/以学生为中心的方法和信息传递/以教师为中心的方法）的质量变化，但这些量表中的项目数量现已增加。这个版本增强了原始工具的那些功能，这些功能有助于使其成为“现象学教学法”讨论中有用的触发工具。本文对现象学教学法和现象学教学法的发展进行了探讨。
The Approaches to teaching inventory (ATI) is now being widely used as an instrument for formally monitoring approaches to teaching. A lesser‐known use is as a stimulant for discussion among groups of teachers to raise awareness of the variation in qualitatively different ways of approaching teaching. The phenomenographic origins of the ATI are consistent with these uses in academic development, both formative and summative. Following this increase in use, the validity and utility of the ATI were reviewed in 2003 using data from over 1600 teachers. We now summarize the outcomes of this review and report new results of the tests conducted on an expanded ATI with a further 318 academics. While the revised ATI maintains a focus on the qualitative variation in two key dimensions of teaching (a conceptual change/student‐focused approach and an information transfer/teacher‐focused approach), the number of items in those scales has now been increased. This version enhances those features of the original instrument that helped make it a useful trigger tool in ‘phenomenographic pedagogic’ discussion. Both phenomenographic pedagogy and the development of the ATI are discussed in this paper.