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Guided by a framework of five teaching perspectives and earlier work linking perspectives to discipline, results confirm systematic differences: hard-sciences teachers show a more teacher-centred orientation, while soft-sciences teachers show a more student-centred orientation. Exploratory factor analysis supports a slightly modified TPI as applicable and reliable in other educational contexts, while noting cultural and contextual limits.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/disciplinary-differences-and-university-teachers-perspectives-possibilities-of-applying-the-teaching-perspectives-inventory/598403/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/disciplinary-differences-and-university-teachers-perspectives-possibilities-of-applying-the-teaching-perspectives-inventory/598403.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study investigates differences in university teachers’ teaching perspectives across academic disciplines and faculties, and validates the Teaching Perspectives Inventory using a Serbian sample.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What differences were found between hard and soft sciences teachers?",{"text":117,"@type":113},"Hard-sciences teachers were more teacher-centred, whereas soft-sciences teachers were more student-centred in their perspectives on teaching.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the Teaching Perspectives Inventory evaluated?",{"text":121,"@type":113},"Exploratory factor analysis showed that a slightly modified TPI is applicable and reliable for use in other educational contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598403,1792166829,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DOI: [https://doi.org/10.26529/cepsj.1470](https://doi.org/10.26529/cepsj.1470)  \nDisciplinary Differences and University Teachers’Perspectives: Possibilities of Applying the Teaching Perspectives Inventory  \nJovana Milutinović1, Biljana Lungulov*2 and Aleksandra Anđelković3  \n• Based on the conceptual and empirical framework of five perspectiveson teaching and earlier studies that have suggested a link between teaching perspectives and teachers’ academic disciplines, this paper aimed to examine the differences in the university teachers’ perspectives from various academic disciplines and faculties. This research also aimed to validate the Teaching Perspectives Inventory on a sample of 526 university teachers in Serbia. The results confirmed the differences in the university teachers’ perspectives and led to the conclusion that hard sciences teachers were more teacher-centred, while soft sciences teachers were more student-centred. Additionally, exploratory factor analysis indicated that the slightly modified version of the TPI is applicable and reliable to use in other educational contexts. However, it can be concluded that research on teachers’ perspectives is limited to specific cultural, educational, and research contexts.  \nKeywords: academic disciplines, hard/soft sciences, higher education, perspectives on teaching, university teachers  \n1 Department of Pedagogy at the Faculty of Philosophy, University of Novi Sad, Serbia.  \n2 *Corresponding Author. Department of Pedagogy at the Faculty of Philosophy, University of Novi Sad, Serbia; [biljana.lungulov@ff.uns.ac.rs](biljana.lungulov@ff.uns.ac.rs).  \n3 Pedagogical Faculty in Vranje, University of Niš, Serbia.  \nRazlike med strokami in stališča visokošolskih učiteljev: možnosti uveljavitve inventarja perspektiv poučevanja  \nJovana Milutinović, Biljana Lungulov in Aleksandra Anđelković  \n• Na osnovi pojmovnega in empiričnega okvira petih perspektiv pouče-vanja ter starejših študij, ki so nakazale na povezavo med perspektivo inakademsko disciplino, ki ji pripada učitelj, je prispevek skušal preiskati razlike med pogledi visokošolskih učiteljev različnih strok in fakultet. Raziskava sije obenem prizadevala validirati inventar perspektiv poučevanja na vzorcu 526 visokošolskih učiteljev v Srbiji. Rezultati potrjujejo, da razlike med pogledi visokošolskih učiteljev obstajajo, kar je pripeljalodo zaključka, da znotraj naravoslovnih znanosti prevladuje na učitelja osredinjen pristop, družboslovne vede pa zagovarjajo osredinjenost na študenta. Poleg tega je eksplorativna faktorska analiza pokazala, da je nekoliko spremenjena različica inventarja perspektiv poučevanja uporabna in zanesljiva tudi v drugih izobraževalnih kontekstih, lahko pase sklene, da je preiskovanje učiteljskih pogledov omejeno s kulturnimi posebnostmi ter z izobraževalnimi in raziskovalnimi okoliščinami.  \nKljučne besede: akademske discipline, naravoslovne/družboslovnevede, visoko šolstvo, perspektive poučevanja, univerzitetni učitelji  \nIntroduction  \nCurrent higher education policies at the international level are directed towards improving the quality of higher education, with a particular focus on the issue of raising the quality of university-level teaching and pedagogical training for university teachers (Aškerc Veniger, 2016; ENQA, 2015; High Level Group on the Modernisation of Higher Education, 2013). The increased need to ensure the quality of teaching placed new demands on university teachers; considering the development of adequate models and programmes through which it is possible to improve the quality of teaching became very important. Results of numerous studies (Gibbs & Coffey, 2004; Ho et al., 2001; Hubball et al., 2005; Postareff et al., 2007; Potter et al., 2015) showed that well-structured and long-term programmes of pedagogical training of university teachers have a significant influence on ways teachers conceptualise lectures, their approaches to teaching, and students’ approaches to learning","cbCaiqesV9bWuHHH","https://ap.wps.com/l/cbCaiqesV9bWuHHH","pdf",205991,23,"English","# Introduction\n## Teaching policy and quality demands in higher education\n## University teachers as a non-homogeneous group\n## Links between teaching conceptions and academic discipline\n## Paper aim and conceptual framework","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study investigates differences in university teachers’ teaching perspectives across academic disciplines and faculties, and validates the Teaching Perspectives Inventory using a Serbian sample.\"},{\"question\":\"What differences were found between hard and soft sciences teachers?\",\"answer\":\"Hard-sciences teachers were more teacher-centred, whereas soft-sciences teachers were more student-centred in their perspectives on teaching.\"},{\"question\":\"How was the Teaching Perspectives Inventory evaluated?\",\"answer\":\"Exploratory factor analysis showed that a slightly modified TPI is applicable and reliable for use in other educational contexts.\"}]","Disciplinary Differences and University Teachers’ Perspectives - Possibilities of Applying the Teaching Perspectives Inventory | PDF",1792086865,58]