A cross-lagged panel model analysis between academics’ conceptions of teaching and their teaching approaches

Academics’ conceptions of teaching (ACTs) and academics’ approaches (ATAs) are essential factors in informing behaviors. However, empirical evidence from longitudinal research exploring the causal link between ACTs ATAs is lacking. In current study, we employed a cross-lagged panel model approach three waves to assess four hypotheses (i.e. stability, causal, reversed, reciprocal models) concerning association ATAs. For data collection 115 academics (60.9% female), used Conceptions Teaching Learning Revised Approaches Inventory. Our findings indicated that were predictor ACTs, not vice-versa, regardless participants’ gender responsibilities. Specific student-centered or teacher-centered) predicted complementary time. results reveal conceptual changes can be possible after observing positive effects specific method on student learning. Therefore, academic developers should help (especially novice teachers) accurately distinguish teacher-centered behaviors learn how apply methods conjunction with self-reflective techniques. More studies sound designs needed understand better multi-directional nature influence over