Confirmatory factorial analysis of a spanish version of Approaches To Teaching Inventory (ATI-R)

Abstract

This article presents the outcomes of a confirmatory factorial analysis carried out with a Spanish version of the Approaches to Teaching Inventory (ATI-R). The translation was conducted using the back translation technique, and it was applied to a multidisciplinary sample of 249 university teachers. Confirmatory factorial analysis showed that a 4-factors model is the more robust for this sample. This model considers four scales: information transmission; test-focus; conceptual change; and group discussions-focus. These findings have implications for practice and further research. In relation to practice, the inventory may be used as a tool for improving academic development programs. Regarding research, this instrument may allow to further investigate on university teaching and how it relates to students' learning, in a context where there has not been much research in the area.