Prosser Michael, Trigwell Keith
University of Sydney, Australia.
Br J Educ Psychol. 2006 Jun;76(Pt 2):405-19. doi: 10.1348/000709905X43571.
The Approaches to Teaching Inventory (ATI) was developed to explore the relationship between students' approaches to learning, and teachers' approaches to teaching, in the physical sciences in higher education. It is increasingly being used in other contexts.
To analyse the factor structure of the ATI.
Confirmatory factor analysis.
Inventory responses from over 1,000 university teachers, from 4 different countries and a wide range of disciplines, experience, and teaching level (year of students' study) were used as the sample.
Cronbach's alpha values of the 2-scale inventory were acceptable for scale reliability, but not for the 4-scale structure. A good fit to the intended 2-factor structure was obtained by confirmatory factor analysis. Both Information transmission/teacher-focused and conceptual change/student-focused scales had well identified intention and strategy subscales.
The ATI has been developed as a relational indicator of 2 dimensions of approaches to teaching. It is not intended for use in gathering a full, rich self-report of teaching, or in non-relational contexts. However, it has now been used in a number of different contexts, including different subject areas and cultures. There is evidence in this paper that in those contexts its factor structure is, in the main, consistent with the original design. This analysis also suggests ways that the ATI could be improved.
教学方式量表（ATI）旨在探究高等教育物理科学领域中学生的学习方式与教师的教学方式之间的关系。该量表在其他情境中的应用越来越广泛。
分析ATI的因子结构。
验证性因子分析。
来自4个不同国家、涵盖广泛学科、经验和教学水平（学生学习年级）的1000多名大学教师的量表作答被用作样本。
两分量表的克朗巴哈系数值对于量表信度而言是可接受的，但四分结构则不然。通过验证性因子分析得到了与预期二因子结构的良好拟合。信息传递/以教师为中心和概念转变/以学生为中心的量表都有明确的意图和策略子量表。
ATI已被开发为教学方式两个维度的关系指标。它并非用于收集全面、丰富的教学自我报告，也不适用于非关系性情境。然而，它现已在许多不同情境中使用，包括不同学科领域和文化背景。本文有证据表明，在这些情境中其因子结构在很大程度上与原始设计一致。该分析还提出了改进ATI的方法。
