DescriptionOnly a few studies have examined teaching approaches and self-efficacy beliefs of academic teachers outside Europe, North America, and Asia. This mixed-method study explored teaching approaches and self-efficacy beliefs of academic staff and their relationship to the local academic and teaching culture at the Islamic University of Gaza (IUG) in Palestinian Territories. Quantitative data (N=119) were collected through a 64-item, online self-reported questionnaire which consisted of several adapted instruments, for example, the measurement of teachers’ self-efficacy beliefs (TEBS-Self by Dellinger, Bobbett, Olivier & Ellett , 2008), the Approaches to Teaching Inventory (Trigwell & Prosser, 2004) and the Academic Culture scale developed based on theoretical framework devised by Hargreaves (1994, 2003) and Korhonen (2007). Qualitative data were collected through four focus group interviews with local teaching staff (N=18). The results showed that teacher-centered teaching approaches were more dominant than student-centered ones, strong self-efficacy beliefs prevailed, and religious perspectives shaped conceptions of teaching in the institution. The academic culture encompassed many features of contrived collegiality (Hargreaves, 2003) in which collaboration relies mainly on formal practices and is based less on informal, voluntary collaboration between teachers. The results provided insights for the development of transnational, online training programme designed for IUG’s academics (see https://research.uta.fi/finpal/). The study can also enhance understanding of the factors that affect the development of teaching in less examined higher education environments, such as Palestine.
|Period||15 Nov 2018|
|Event title||Kansalliset kasvatustieteen päivät / FERA Conference on Education: Hyvyys, totuus ja kauneus kasvatuksessa / Virtue, Truth and Beauty in Education|
|Degree of Recognition||National|