How regulatory teaching impacts university students' perceptions of the teaching-learning process: The role of teacher training

被引：9
作者：
de la Fuente, Jesus [1 ]
Berben, Ana B. G. [2 ]
Zapata, Lucia [1 ]
机构：
[1] Univ Almeria, La Canada De San Urbano 04120, Almeria, Spain
[2] Univ Granada, E-18071 Granada, Spain
来源：
INFANCIA Y APRENDIZAJE | 2013年 / 36卷 / 03期
关键词：
DEDEPRO Model; regulatory teaching; self-regulated learning; instructional development for teachers; higher education; students' perceptions; SELF; ENVIRONMENTS; EDUCATION; COURSES;
D O I：
10.1174/021037013807533016
中图分类号：
学科分类号：
摘要：
The 3P and DEDEPRO Models predict interactive relationships among presage, process, and product variables in teaching and learning. This study examines the effects of a teacher training programme in regulatory teaching-learning strategies on students' perception of the two processes. The sample included 737 undergraduate students and 12 teachers from two universities in southern Spain. Using a quasi-experimental design, data was collected using three validated instruments: The Scales for Assessment of the Teaching-Learning Process, student version (ATLP-S), the Scales for Interactive Assessment of the Teaching-Learning Process (IATLP) and the Experiences of Teaching and Learning questionnaire (ETLQ). MANOVAs and structural equation analysis were applied. As predicted, results offer evidence for a consistent effect of the training, in interaction with the level of regulation in teaching, on university students' perception of regulatory teaching, of self-regulated learning and on their level of satisfaction. Implications for the training of university teachers are discussed.
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页码：375 / 385
页数：11
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