Student-Focused Teaching and Deep Learning Conceptions in a Short Mandatory Graduate Teaching Assistant Training Course

Abstract

Deep approaches to learning in higher education have been linked to student-focused teaching approaches. The current study investigates the impact of a mandatory short graduate teaching assistant (GTA) training course on conceptions and approaches to teaching and learning at a large Asian university. GTAs (n=137) completed the study process questionnaire (SPQ) and the approaches to teaching inventory (ATI) before and after the course. Student-focused teaching and deep learning scores increased with small-moderate effect, and correlated with large effect. Pretest deep learning scores moderately predicted posttest student-focused scores. Exploratory factor analysis of SPQ and ATI questionnaire items reasonably explained the variance with two factors: 1) teacher-focused teaching and surface learning, 2) student-focused teaching and deep learning. Implications are discussed.