ABSTRACT
Graduate students often teach in higher education but lack necessary experience, while enrolment for teacher-training courses is often voluntary with varying standards. The development and malleability of graduate students’ teaching approaches, self-efficacy, interest and teaching ability were evaluated in a mandatory teaching course at a research-intensive university using latent SEM (variable-centred) and latent profile transition (person-centred) analyses. Participants (n = 310) completed items from the Approaches to Teaching Inventory, Teacher’s Sense of Efficacy Scale, and Teaching Interest Scale at the beginning and end of the course. Trainers assessed participants in end-of-course teaching. Prior student-focused teaching predicted future self-efficacy (β = .30) which predicted achievement (end-of-course teaching, β = .33). Prior self-efficacy was also found to predict future interest (β = .17). Initial differences in teaching approach reported by STEM and non-STEM participants did not persist, suggesting training can shape and alter previous conceptions. Three subgroups: Low-Teacher-Focused, Mid-Mixed, and High-Student-Focused indicated a developmental progression in teaching beliefs. Results suggest teaching beliefs can be developed and shaped during a short course. Theoretical and practical implications are discussed.
Acknowledgements
The authors thank Ada Lee for helping with data collection.
Disclosure statement
No potential conflict of interest was reported by the author(s).