Recent educational research inspired by the Students´ Approaches to Learning (SAL) tradition (Marton, Hounsell, & Entwistle, 1984) has explored how tertiary teachers approach their teaching. Studies using qualitative and quantitative approach have identified two teaching orientations, namely knowledge transmission and learning facilitation (Kember, 1997; Kember & Kwan, 2000; Prosser, Trigwell, & Taylor, 1994). Studies within the teachers´ Approaches to Teaching line of research have identified various teaching approaches (Trigwell, Prosser, & Taylor, 1994), which may be classified into two: a) an Information Transmission and Teacher-Focused (ITTF) approach, and b) a Conceptual Change and Student-Focused (CCSF) approach.

Instruments such as the Approaches to Teaching Inventory (ATI) have been developed and widely administered to measure teachers´ approaches to teaching. Its psychometric properties have also been the subject of study. Scale reliability has proved to be moderate-satisfactory (.75 for the CCSF scale, .73 for the ITTF scale (Trigwell & Prosser, 2004); .74 (CCSF), .66 (ITTF) (Prosser & Trigwell, 2006)), while the two-factor structure (CCSF and ITTF) has been confirmed using principal component analyses with varimax rotation (Trigwell & Prosser, 2004) and confirmatory factor analyses (Prosser & Trigwell, 2006).

Authors note context-specificity is one of the key features of teaching approaches (Stes, Coertjem, & Van Petegem, 2010; Trigwell, & Prosser, 1996). Thus, when questionnaires are used in contexts other than those they were originally developed for, control measures or adaptations in the translations and wording of items are necessary in order to avoid a mere importation of evaluation tools.

ATI has administered in many countries and has been translated into several languages such as Finnish (Lindblom-Ylänne, Trigwell, Nevgi, & Ashwin, 2006), Portuguese (Rosario, et al., 2013), and Dutch (Stes, Coertjem, & Van Petegem, 2010) among others. In Spain there is scarce research on the Spanish version of this questionnaire and, therefore, no sound evidences of a proper Spanish adaptation. Recently, two independent studies used ATI in different Spanish contexts to measure teaching approaches of university teachers (González Geraldo, 2010) and trainee teachers (Monroy Hernández, 2013).

This paper aimed to analyse the reliability and construct validity of two existing versions of ATI in Spanish language (ATI-16 and ATI-22), and to present a valid and reliable proposal for a new Spanish version of ATI (S-ATI-20).

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