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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Confirmatory factor analysis of the Approaches to Teaching Inventory.

Michael Prosser¹, Keith Trigwell

¹University of Sydney, Australia.

The British Journal of Educational Psychology

|May 25, 2006

Summary

The Approaches to Teaching Inventory (ATI) reliably measures two key teaching dimensions, confirming its two-factor structure. This validated tool is suitable for diverse higher education contexts.

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Area of Science:

Higher Education Pedagogy
Educational Psychology

Background:

The Approaches to Teaching Inventory (ATI) was designed to link student learning and teacher approaches in physical sciences.
Its application is expanding beyond its original scope into diverse educational settings.

Purpose of the Study:

To critically analyze the underlying factor structure of the Approaches to Teaching Inventory (ATI).
To validate the ATI's psychometric properties across various disciplines and countries.

Main Methods:

Confirmatory factor analysis was employed to examine the ATI's structure.
Data from over 1,000 university teachers across four countries provided a robust sample.

Main Results:

The ATI demonstrated acceptable reliability for its two-scale structure, but not for a four-scale model.
Confirmatory factor analysis supported a strong fit for the intended two-factor model.
Both teacher-focused and student-focused scales showed well-defined intention and strategy subscales.

Conclusions:

The ATI effectively functions as a relational indicator of two core teaching dimensions.
While not for comprehensive self-reporting, the ATI's factor structure remains consistent in varied contexts.
The study identifies potential improvements for the Approaches to Teaching Inventory.