Dear lecturer
Thank you for deciding to participate in this survey. It will take approximately 15 minutes to complete. The questionnaire we are using is Trigwell and Prossers (1999) Approaches to Teaching Inventory, reproduced here with their permission.
Your participation in this study is completely voluntary. There are no foreseeable risks associated with this project. However, if you feel uncomfortable answering any questions, you can withdraw from the survey at any point. It is very important for us to learn your opinions.
Your participation in this study is, of course, completely voluntary, and should you decide not to answer any questions, you can withdraw at any point.
Your responses to this questionnaire will be treated with strict confidentiality neither you, nor your institution will ever be identified. Some of the answers to the open-ended questions may be reported in the dissertation and any resulting publications that may arise from this research, but they will not be identifiable as coming from a specific individual.
If you have any questions about this research, please email the researchers: Mr Ola Aiyegbayo ([email protected] ) or Dr Lin Norton ([email protected]).
Thank you very much for your time and support. Please start with the survey now by clicking on the Continue button below.
Please, state your gender: Please, state your department: Please, state what your level of teaching is: Please, state your teaching years of experience: Please, state your teaching region: Please describe the context here: I design my teaching in this subject with the assumption that most of the students have very little useful knowledge of the topics to be covered. I feel it is important that this subject should be completely described in terms of specific objectives relating to what students have to know for formal assessment items. In my interactions with students in this subject I try to develop a conversation with them about the topics we are studying. I feel it is important to present a lot of facts to students so that they know what they have to learn for this subject I feel that the assessment in this subject should be an opportunity for students to reveal their changed conceptual understanding of the subject. I set aside some teaching time so that the students can discuss, among themselves, the difficulties that they encounter studying this subject. In this subject I concentrate on covering the information that might be available from a good textbook. I encourage students to restructure their existing knowledge in terms of the new way of thinking about the subject that they will develop. In teaching sessions for this subject, I use difficult or undefined examples to provoke debate. I structure this subject to help students to pass the formal assessment items. I think an important reason for running teaching sessions in this subject is to give students a good set of notes. In this subject, I only provide the students with the information they will need to pass the formal assessments. I feel that I should know the answers to any questions that students may put to me during this subject. I make available opportunities for students in this subject to discuss their changing understanding of the subject. I feel that it is better for students in this subject to generate their own notes rather than always copy mine. I feel a lot of teaching time in this subject should be used to question students ideas. What is your own teaching metaphor? What is your own learning metaphor? |
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