Australian Journal of Teacher Education
Abstract
The purpose of this study was to evaluate a Malaysian translation of the 22-item Approaches to Teaching Inventory for application in higher education. The Approaches to Teaching Inventory was a quantitative measure used by teachers of higher education to gauge their own teaching approaches that had been psychometrically assessed and widely used in western universities. Data in the present study came from 172 teachers in two institutions of higher learning. Principal factor analyses with varimax rotation and confirmatory factor analyses support a model with 17 items categorized into five sub-factors that were subsumed within two main factors. The alpha values of both the sub-factors and main factors were good. While broadly supporting the use of the Malaysian version in providing insights into the teaching approaches, the findings of the present study suggested the need to examine other factors that may contribute towards the inventory’s future improvement for application in the Malaysian higher education context.
Recommended Citation
Goh, P., Wong, K., & Hamzah, M. (2014). The Approaches to Teaching Inventory: A Preliminary Validation of the Malaysian Translation. Australian Journal of Teacher Education, 39(1). https://doi.org/10.14221/ajte.2014v39n1.6
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Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons