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M3. Reversed causal model of cross-lagged relationships between academics' teaching approaches (Conceptual change / student focused ITTF = Information transmission / teacher focused) and academics' teaching conceptions (AAL = Appreciation of active learning OPP = Orientation to professional practice and TC = Teacher centeredness) as measured by R-ATI and COLT (N = 115). ***. Correlation is significant at the 0.001 level; **. Correlation is significant at the 0.01 level; *. Correlation is significant at the 0.05 level.
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Academics' conceptions of teaching (ACTs) and academics' teaching approaches (ATAs) are essential factors in informing academics' teaching behaviors. However, empirical evidence from longitudinal research exploring the causal link between ACTs and ATAs is lacking. In the current study, we employed a cross-lagged panel model approach in three waves...
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... our data supported the hypothesis that ATAs influence ACTs. Figure 1 displays the path coefficients of the M3 (i.e. the reversed causal model). Specifically, at Time 2, student-centered teaching approaches (CCSF1) had a longitudinal and positive crosslagged effect on academics' student-centered conceptions of teaching (i.e. ...
Citations
... Teachers expect students to reproduce the material in a similar manner, and they value good planning and students who accept new information without question (Trigwell & Prosser, 2020). Mladenovici and Ilie (2023), in their longitudinal study, found that teaching approaches precede other teaching beliefs and behaviors, giving credence to investigating teaching approaches as a factor determining their (de)motivating styles. ...
A new circumplex model of (de)motivating teaching styles distinguishes not only between autonomy support and controlling behaviors which lead to basic need support/thwarting in students, but between the level of direction in teaching/learning. The latter are described by two styles - structure and chaos. However, investigations of this model are still rare, especially in the context of higher education. This study extends previous literature by examining the proposed circular nature of the model in a new higher education context and investigating teaching experience, education, identity, and teaching approaches as possible determinants of higher education teachers’ (de)motivating styles. A total of 130 university teachers participated in an online survey and filled out Croatian versions of the SIS-HE Questionnaire, the Psychologically Controlling Teaching Questionnaire, part of the Teacher as a Social Context Questionnaire and the Approaches to Teaching Questionnaire. Multidimensional scaling analysis and correlational patterns confirmed the assumed circularity of the model. Correlational patterns with other instruments measuring teaching styles were in line with expectations. Out of all the examined teacher characteristics, only prior teacher education and teaching approaches were important determinants of higher education teachers’ (de)motivating styles. Those with higher levels of teacher education used structure more and chaos less often. Having a student-centered teaching approach was related to using more motivating styles of autonomy support and structure and less chaos as a demotivating style, while a teacher-centered approach was related to the use of control and chaos as demotivating styles.
... Teachers expect students to reproduce the material in a similar manner, and they value good planning and students who accept new information without question (Trigwell & Prosser, 2020). Mladenovici and Ilie (2023), in their longitudinal study, found that teaching approaches precede other teaching beliefs and behaviors, giving credence to investigating teaching approaches as a factor determining their (de)motivating styles. ...
A new circumplex model of (de)motivating teaching styles distinguishes not only between autonomy support and controlling behaviors which lead to basic need support/thwarting in students, but between the level of direction in teaching/learning. The latter are described by two styles-structure and chaos. However, investigations of this model are still rare, especially in the context of higher education. This study extends previous literature by examining the proposed circular nature of the model in a new higher education context and investigating teaching experience, education, identity, and teaching approaches as possible determinants of higher education teachers' (de)motivating styles. A total of 130 university teachers participated in an online survey and filled out Croatian versions of the SIS-HE Questionnaire, the Psychologically Controlling Teaching Questionnaire, part of the Teacher as a Social Context Questionnaire and the Approaches to Teaching Questionnaire. Multidimensional scaling analysis and correlational patterns confirmed the assumed circularity of the model. Correlational patterns with other instruments measuring teaching styles were in line with expectations. Out of all the examined teacher characteristics, only prior teacher education and teaching approaches were important determinants of higher education teachers' (de)motivating styles. Those with higher levels of teacher education used structure more and chaos less often. Having a student-centered teaching approach was related to using more motivating styles of autonomy support and structure and less chaos as a demotivating style, while a teacher-centered approach was related to the use of control and chaos as demotivating styles.
... Understanding the link between a teacher's intentions and strategies is fundamental to effective teaching (Mladenovici & Ilie, 2023;Trigwell & Prosser, 1996;Trigwell et al., 1994). Indeed, teachers who perceive learning as accumulating information to satisfy external criteria also view teaching as transmitting information to students and tend to use teaching approaches with teacher-centred strategies. ...
... Additionally, presenting teachers with examples of effective practices is crucial. Mladenovici and Ilie (2023) have shown that changes in teaching concepts can also result from observing the impacts of specific teaching approaches on student learning. ...
Teaching approaches in higher education have been the subject of considerable research, which has resulted in a paradigm shift from teacher-centred to student-centred approaches. The present study investigates this shift, focusing on student eagerness to participate in various aspects of education and their expectations of teachers' roles. It includes 218 students enrolled in the Primary Education programme at the Faculty of Education, University of Maribor, in the 2023-2024 academic year. Through a questionnaire, diverse student attitudes towards student-centred approaches were revealed. Students expressed a desire to participate in decision-making about their education, particularly in choosing types of assessment and, to a lesser extent, in designing the curriculum. They also expect teachers to transcend traditional roles, emphasising the need for sound pedagogical skills and a supportive learning environment. Based on their attitudes towards student-centred approaches, two distinct groups of students were identified. These groups exhibited statistically significant differences in their academic behaviour. The study underscores the need for ongoing professional development for teachers in order to meet students' preferences.
... In the HE context, research has focused on teachers' approaches to teaching, which refer to the types of teaching processes teachers adopt (Ilie et al., 2024;Mladenovici & Ilie, 2023;Postareff & Lindblom-Ylänne, 2008;Trigwell & Prosser, 2004) and thus mirror their pedagogical awareness. In a learning-focused approach to teaching, teachers invest in teacher -student and student -student interactions to activate students' own thinking, which is often associated with teachers' reflection on their own teaching (Postareff & Lindblom-Ylänne, 2008;Postareff et al., 2023). ...
... The temporal and causal effects in this relationship remain unclear (i.e., Whether the causal directionality is from flow experience to self-efficacy or vice versa) and need further clarification. Cross-lagged panel analysis, addressing questions about the directional effects that one variable exerts on another in the process (Selig & Little, 2012), is thus commonly used in research exploring causal relationships (Kong & Tan, 2023;Mao et al., 2023;Mladenovici & Ilie, 2023;Salanova et al., 2014;Yu et al., 2023;Zhang et al., 2023). ...
Teaching conceptions in higher education, or so-called academics' conceptions of teaching (ACTs), are essential in informing teaching behaviors and influencing students' learning. Consequently, several attempts have been made since the 1990s to understand what ACTs represent and how they can be developed towards student-centered teaching. However, the expected results did not occur as planned because ACTs were frequently misinterpreted mainly because of the similarities with teaching beliefs and other comparable concepts like cognitions about teaching or perspectives of teaching. Hence, many fundamental issues still need to be solved (e.g., ACTs definition, terminology use, measurement, etc.). The present systematic literature review aimed to clarify the conceptual discrepancies in the ACTs' definitions and terminology and propose a consensus regarding the most appropriate working definition and terminological use. We analyzed 1123 studies using systematic online searching in the Web of Science Database and citation searching. After the eligibility process, we came across 78 eligible articles. The results showed that most of the studies used the terminology and definitions of "conceptions of teaching" (Pratt, 1992) to the detriment of the "beliefs of teaching" or another related term. Even though the concepts "conceptions of teaching" and "beliefs of teaching" come from different theoretical perspectives—where "conceptions" originate from a phenomenological approach, characterized by qualitative methodologies, and "beliefs" come from a cognitive approach, represented by quantitative studies—most studies used them interchangeably. However, the authors only extremely rarely (N = 2) appeared aware of this interchangeability and explicitly mentioned it. While the "conceptions of teaching" emerged as the most utilized term, Pratt's (1992) definition was the most often employed definition of ACTs. We advocate for consistency in teaching conceptions, research definitions, and terminological use, paramount for diminishing the risk of misinterpretation, comparing, and synthesizing findings, as well as straightforward communication among educationalists, researchers, and policymakers.
A didactic grant competition for academics is organized annually at the West University of Timişoara (WUT), offering a grant to the winners of a public student-centered activity project competition. The teaching grant winners later take part in a program to develop their pedagogical skills in student-centered teaching based on the WUT's reflexive-collaborative (i.e., RCL) instructional model. Next, during one academic semester, grant winners must implement the RCL instructional model in one specific subject matter. Based on a quantitative quasi-experimental design, this study examined the impact of a pedagogical program offered to the beneficiaries of the 2020 grant competition at both teachers' and student levels. At the teachers' level, we measured their conceptions of teaching, teaching approaches, and psychological resources. At the students' level, we investigated their evaluation of their teachers' teaching behavior and their learning approaches. Analyses such as Two-way mixed ANOVA, Quade's ANCOVA, and Mann-Whitney U were conducted to investigate the gathered data. Academics in the EG reported statistically significant improvements in their conceptions of promoting active learning. According to their students, teachers in the experimental group employed more student-centered assessment methods and teaching behaviors that encouraged active learning. Our results also showed that academics in the control group reported higher resilience levels at the end of the academic semester, and according to their students, their more traditional teaching approaches seemed more effective in stimulating their students' understanding of fundamental concepts. The results could have been more significant regarding the students' learning approaches. Because of the beginning of the Covid-19 pandemic, we encountered several obstacles in the impact assessment process (e.g., high values at the pretest, the impossibility of matching students' answers). Although our findings have some limitations, the present article has noteworthy implications for stakeholders involved in in-service teacher training programs, in particular, conducted in higher education institutions. Practical implications of the findings for both academic developers and future research are discussed.