The Significance Of Teaching Perspectives Among Academic Disciplines

Abstract

This study examined the teaching perspectives among faculty from a research extensive university in the southern United States. A simple random sample was drawn from the institution’s faculty, and a total of n = 131 responded to the survey. Respondents were asked to complete the Teaching Perspectives Inventory via the Internet and complete a demographic survey. The Analysis of Variance procedure was used to determine if dominant teaching perspectives were discipline-specific. The results of this analysis concluded that a significant difference existed among respondents, with Apprenticeship as a dominant teaching perspective [F(12, 118) = 2.036, p = .027].