Abstract
Teachers’ approaches to teaching at undergraduate level in universities have long been considered
very significant for students’ learning. Teachers can develop critical thinking skills in students at
this stage which in turn aid problem solving, that is essential to the social and economic
development of a nation. This study aims to explore teachers’ approaches to teaching at university
level in Punjab, Pakistan through quantitative research and adaptation of the Approaches to
Teaching Inventory (ATI), a reliable and valid survey instrument. Cluster stratified random
sampling technique was applied to select one hundred and twenty teachers from eight public and
private Universities. The results of this study indicate that the teachers use both Conceptual
Change-Student Focused (CCSF) and Information Transmission-Teacher Focused (ITTF)
approaches. A comparison of approaches to teaching in public and private universities showed no
significant difference between them. However, the results of this study indicated that female
teachers use ITTF approach more than male teachers. Professional development of university
teachers regarding approaches to teaching is recommended based on the findings of this study.
Tanveer Iqbal, Mumtaz Akhter, Amna Saeed. (2019) A Study of University Teachers’ Approaches to Teaching at Undergraduate Level in Punjab, Pakistan, Bulletin of Education & Research, Volume 41, Issue 1.
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