Keith Trigwell’s research while affiliated with The University of Sydney and other places
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The focus of this chapter is research on how university teachers’ approaches to and experiences of teaching and learning change and develop over time. It addresses the role formal university courses, seminars and workshops play in developing these approaches and changing these experiences. It concludes that teachers with appropriate support can and do grow as university teachers in ways that are consistent with the teaching-learning model underpinning the book and provides principles of practice to support and enable that growth.
This chapter contains a brief review, up to 1999, of the research on the student experience of learning from the student approach to learning perspective. The results and implications of more recent research on (a) the relationship between students’ approaches to learning and their emotions relating to learning and (b) students’ experience of learning online and in problem-based learning contexts are presented. These developments are related back to the model of teaching and learning underpinning the book and are used to frame a set of principles of teaching practice. Some of the complexity in students approaches to learning in terms of a more complex web of influences on learning are also discussed.
This chapter begins with a summary of the qualitative studies examining teachers’ approaches to teaching, leading to an analysis of the refinements of the Approaches to Teaching Inventory (ATI) and a summary of the qualitative studies behind the inventory. The ATI has been used to identify and confirm the empirical relationship between teachers approaches to teaching and their students’ approaches to learning in various contexts. These studies and their implication for teachers are discussed. Variation found in approaches to teaching through the emerging work on disciplinary differences forms the core of the chapter. It concludes by showing how emotions in teachers are related to teachers’ approaches to teaching.
This chapter introduces the research investigating how forms of teaching leadership are related to variation in the way teachers approach their teaching. The results show that there are direct empirical links between teachers’ experiences of leadership and the academic context, their approaches to teaching and their students’ experiences of teaching and learning, all in the context of the teaching-learning model described in the first chapter. The nature of leadership of teaching and learning that is aimed at supporting higher quality teaching and students’ engagement with their subject matter in a deeper way is discussed. The chapter concludes with an articulation of principles of practice for both teachers and formal leaders of teaching.
This chapter reviews the empirical studies relating teaching and research (e.g. student evaluations of teaching related to research citations and publications) and argues for a deepening of how the relationship can be conceptualized. The way the structure of the subject matter of teaching and research is conceptualized is considered to be fundamental to the relationship. How the relationship between the experiences of teaching and research is mediated by the experience of understanding the subject matter is revealed: a fundamental underlying structure in the way teaching and research are experienced is proposed. Finally, the implications/issues for practice of the relationship which has emerged from the research is discussed in terms of the model of teaching and learning used in the book.
This chapter contains a summary of the view of university teaching and student learning presented in the book. The underlying coherence in the way university teachers experience their teaching, their student learning, their research and perceptions of leadership and their ongoing growth and development are reiterated. A description of the underlying rationale for the principles of practice identified in each chapter is presented, along with issues related to research methodology. The conclusion contains personal reflections on the 30-year research project that has used the model introduced in Chap. 10.1007/978-3-030-50830-2_1 to inform the direction of the series of research studies that underpin this book.
Do the different ways that teachers go about teaching have different outcomes for their students’ learning? This is the question addressed in this book. It is introduced in this chapter through a model describing the relations between university teaching and student learning. Using a presage-process-product format, the model proposes (a) that students’ experiences of their learning context are related to their learning outcomes through approaches to study and (b) that teachers’ experiences of their academic context are related to their approaches to teaching and crucially, to the approach to learning adopted by their students. Empirical results focusing on relations between the key variations in teachers’ and students’ experiences that support the proposed model are the subject of this book.
“This important book offers an accessible, research-informed guide to understanding student learning and university teaching. Written by two world-leading experts in the field, it provides rich insights and practical responses to the challenges faced by those who care deeply about teaching and learning in higher education.”
—Professor Paul Ashwin, Lancaster University, UK
“In an international higher education context going through much change and uncertainty, Trigwell and Prosser have produced a scholarly, timely, evidence-based, view of teaching and learning suitable for universities world-wide. The experience, quality and satisfaction of university leaders, researchers, teachers and students will benefit enormously from the ideas in this addition to their first book.”
—Professor Robert A. Ellis, Griffith University, Australia
This book focuses on university teachers’ experience of teaching and learning. Following on from the 1999 volume Understanding Learning and Teaching, which focused on student experiences of teaching and learning, this book provides guidance on how teachers’ experiences can be understood in ways which can support the continued enhancement of student learning experiences and learning outcomes. Drawing on the outcomes of a 30-year research project, this comprehensive volume discusses the qualitative variation in approaches to university teaching, the factors associated with that variation, and how different ways of teaching are related to differences in student experiences of teaching and learning. The authors extend the discussions of teaching into new areas, including emotions in teaching, leadership of teaching, growth as a university teacher and the contentious field of relations between teaching and research.
Keith Trigwell is an Honorary Professor at the University of Sydney, Australia. His research interests include investigating qualitative differences in university teaching and students learning and the scholarship of teaching, including co-development of the Approaches to Teaching Inventory. He has been awarded life-time achievement awards by national and international organisations.
Michael Prosser is a professorial member of the University of Melbourne and the University of Tasmania, Australia, and recipient of life-time achievement awards from national and international organisations. He has a career in supporting and researching teaching and learning in higher education, including co-development of the Approaches to Teaching Inventory.
... As one student commented, the tutorials were extremely helpful in stimulating thought and deeper understanding of the material (Contemporary Literature 2009). As ascertained by Prosser et al., student-focused perspectives result in understandings of complex issues (Prosser et al. 2007). ...
... Unlike beliefs, which are generally often strongly held and difficult to change as they assume an element of truth and reality for the individual who holds them (Han & Ellis, 2019a); conceptions are relational more readily adaptable, as exposure with new information tends to lead to conceptual change (Trigwell & Prosser, 2020). This means that teachers' conceptions of teaching should be examined in different learning and teaching contexts and designs. ...
... Prosser and Trigwell, since the early 1990s (Prosser & Trigwell, 1997, 1998Trigwell & Prosser, 2004), have been conducting research to find solutions to the questions formulated above. These researchers conducted a study following the phenomenographic approach, involving twenty-four teachers from undergraduate courses in University Teaching Sciences, who were interviewed about their teaching experiences in one of their first-year classes. ...
... It is a time of social and academic upheaval, and those early experiences tend to shape students' time at university, particularly in the first semester (Bowles et al., 2014). Transitions are more than a move or transfer from one institutional setting to another, they involve a change of status and an adoption of a new culture (Kyndt et al., 2017). Packer et al. (2021, p. 3) identify that transitions include "learning about identity and self, what a person can become and where that person is located socially and spatially". ...
... Aside from coping with challenges from personal, social-emotional, and academic perspectives, students are also required to handle challenges to their well-being (e.g., Kyndt et al., 2017;Virtanen et al., 2019). Researchers demonstrated that once students enter a university, their well-being is likely to be impaired. ...
... Further insights provided through research reinforce the necessity to widen the perspective to integrate the multifaceted social practices present in students' diverse life trajectories (Hope, 2017;Kyndt, Donche, Trigwell & Lindblom-Ylänne, 2017;Trigwell, 2017). Taylor and Harris-Evans (2018) highlight that the "entangled" and "irregular" transition processes must be revisited and reconceptualized to involve students' lived realities. ...
... Discussions during interactive lectures provided opportunities for participation, active learning, cooperative learning, and the development of critical thinking. [29][30][31] Including common myths related to ECT helped engage the students in the discussion and offered more opportunities for clarifying their concepts and understanding of ECT. This was apparent in the feedback from one participant who noted, "How it focused on removing the negative image of ECT developed over the years due to false media and reassured through data that ECT is the safe and first-line treatment in many lifesaving scenarios" (P10). ...
... (E) A student-focused strategy aimed at students changing their conceptions. Trigwell and Prosser (2004;developed ATI, which is based on the results of phenomenological analyses, to measure teachers' approaches to teaching. Research was conducted with lecturers in universities. ...
... One of the first papers that investigated teacher conceptions of problem-solving discovered that educators categorised problems as either "problematic" or "unproblematic" (Trigwell, Prosser, Marton, & Runesson, 2002). When teachers viewed a problem in instructional design as unproblematic, it indicated their belief in the existence of predetermined, unchanging solutions that students should employ using formulas or theoretical knowledge. ...
... From a clinical reasoning perspective, the emphasis is placed on the ability to effectively manage data, particularly in navigating conflicting evidence. It has been used in various types of research related to the assessment of knowledge, critical thinking, and clinical reasoning (Chrismawaty et al., 2023;Hazel et al., 2002;Ilgüy et al., 2014;Lucander et al., 2010;Pinto et al., 2016). ...