Long-term retention of teaching skills after attending the Teaching Improvement Project: a longitudinal, self-evaluation study

Abstract

In order to test retention of teaching skills acquired on a two-day Teaching Improvement Project course 94 participants from 12 courses were pre-tested using a self-evaluation questionnaire and then re-tested with the same questionnaire, between one and two years after course attendance. With a 77% post-course response rate significant differences were measured in participants' self-evaluation of their teaching skills, particularly in the use of learning objectives, structuring learning, questioning techniques and self-confidence. A control, 'demonstrating practical procedures', which was not part of the course, showed no significant difference. Many free comments indicated that teachers had used their new teaching skills with students, that they were more confident as teachers and that they felt their students had benefited from their teacher training. A smaller number of comments suggested some teachers had become more reflective.