Impact Of A Short Teaching And Learning Communication Skills Training Course: Research Postgraduate Students' (RPgs) Transitions In Teaching And Learning

Abstract

Research postgraduate students (RPgs) are often accepted into degree programmes for their research potential rather than proficiency in teaching and communication skills. In Hong Kong, previous exposure in these areas vary among RPgs, and introductory training courses are often employed to mitigate the experience gap. The aim of this study was to investigate the teaching and learning approaches of participants of an RPg teaching and communication skills training course using person-centred analysis. RPgs at the University of Hong Kong (HKU) who participated in the study (n=137) recorded their responses at the beginning and end of the course using the Approaches to Teaching Inventory (ATI, comprising teacher-focused teaching- and student-focused teaching scales) and the Study Process Questionnaire (SPQ, comprising surface learning and deep learning scales). Latent Profile Transition Analysis was used to identify participants with similar scores (subgroups) and analyse their development and movement between subgroups over time. Four subgroups were detected at both times and labelled from the least to most versatile teaching approaches: “Teacher-focused”, “Low-mixed”, “High-mixed” and “Student-focused”. Participants in the Low- and High-mixed subgroups had similar score profiles in teacher-focused and student-focused teaching compared to other subgroups. Deep learning and student-focused teaching scores increased in the High-mixed and student-focused subgroups. All but the teacher-focused subgroup observed an increase in deep learning scores. A small number of participants changed subgroups across the course between the Low- and High-mixed subgroups, indicating that prior conceptions play an important role. A long-term approach to help RPgs develop deep learning and student-focused teaching strategies before and after the course respectively is suggested to facilitate movement towards the student-focused subgroup. Theoretical and practical implications were also discussed.