A psychometric analysis of the Approaches to Teaching Inventory (ATI) and a proposal for a Spanish version (S-ATI-20)

  • Fuensanta Monroy University of Murcia
  • José L. González-Geraldo University of Castilla-La Mancha
  • Fuensanta Hernández-Pina University of Murcia
Keywords: Approaches to teaching, questionnaire, inventory, teaching process, higher education, university


Background: Recent educational research has explored how university teachers approach their teaching. One of the most widely used instruments is Trigwell and Prosser´s (2004) Approaches to Teaching Inventory (ATI). There is, however, scarce research on the Spanish version of this questionnaire. This paper aimed: 1) to analyse the reliability and structural validity of two existing versions of ATI in Spanish language, and 2) to present a proposal for a new Spanish version of ATI, and to measure its reliability and validity. Method: The samples comprised university and trainee teachers from two Spanish universities. Results: Reliability coefficients, factor structures, and item loadings of the two existing Spanish versions of ATI were evaluated. Some coincidental outcomes suggested that a revised ATI in Spanish was required, thus a new version (S-ATI-20) was presented and tested on a new sample. Conclusions: The results suggest questionnaires should be suitably translated and item wording carefully adapted. Factor analyses moderately support a two-scale model, but a lack of correlation between approaches suggests alternative approaches to teaching models might be worth considering. This paper presents preliminary results which should be taken with caution, but S-ATI-20 may serve as a tool for self-reflection in faculty development.

Author Biographies

Fuensanta Monroy, University of Murcia

Fuensanta Monroy holds a PhD in Education and teaches English for specific purposes as well as research methodology at the University of Murcia (Spain). Her research interests focus on approaches to teaching, approaches to learning, and factors which may play a role in teaching and learning.

José L. González-Geraldo, University of Castilla-La Mancha

José L. González-Geraldo teaches and researches Theory and History of Education at the University of Castilla-La Mancha (Spain). His PhD involved the SAL theory, approaches to teaching and the emerging European Higher Education Area (EHEA). He is currently interested in what makes higher education higher and any type of postmodern turn regarding historiography.

Fuensanta Hernández-Pina, University of Murcia

Fuensanta Hernández-Pina is professor of Education and Head of Department of Educational Research Methodology of University of Murcia (Spain). Her current research interests are institutional assessment, university teaching and learning, and educational research methods. She has over 100 publications on approaches to learning, self-regulated learning, assessment centres, research methodology, and EFQM model.


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How to Cite
Monroy, F., González-Geraldo, J., & Hernández-Pina, F. (2014). A psychometric analysis of the Approaches to Teaching Inventory (ATI) and a proposal for a Spanish version (S-ATI-20). Anales De Psicología / Annals of Psychology, 31(1), 172-183. https://doi.org/10.6018/analesps.31.1.190261
Developmental and Educational Psychology

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