A Broad Doorway to the Big Tent: A Four-Strand Model for Discipline-Based Faculty Development on Inquiry-Based Learning
A Broad Doorway to the Big Tent: A Four-Strand Model for Discipline-Based Faculty Development on Inquiry-Based Learning
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通向大帐篷的宽阔大门：基于探究性学习的学科教师发展的四股模式
DOI：
10.1080/10511970.2022.2072427
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Laursen, Sandra L.
中科院分区：
文献类型：
--
作者：
Yoshinobu, Stan;Jones, Matthew G.;Hayward, Charles N.;Schumacher, Carol;Laursen, Sandra L.
教师专业发展是支持教师采用研究型教学策略的重要杠杆，这些策略使学生在智力上参与进来，培养支持学习的态度和思维习惯，并加强他们对数学的坚持。然而，这些文献中几乎没有关于高等教育师资发展的合理模式。我们描述了以学科为基础的教师发展模式的基本原理和设计，以支持教学变革，并将该模式的实施应用于大学数学探究性学习(IBL)的密集研讨会。这些讲习班旨在促进中学后数学教师采用IBL，帮助他们在课堂上适应探究方法，并最终提高学生对科学和数学的学习和坚持不懈。根据观察到的教师需求，四种活动有助于教师为IBL课堂开发一个心理模型，使该模型适应他们的教学环境，发展促进和任务设计技能，并计划IBL数学课程。来自调查和观察的评价数据说明了学员对讲习班及其组成部分的答复。在由三代研讨会领导人实施的15年研讨会上，该模型一直很强大，其特点使其适用于其他教师开发人员，具有战略意义和实用性。
Faculty professional development is an important lever for change in supporting instructors to adopt research-based instructional strategies that engage students intellectually, foster learning-supportive attitudes and habits of mind, and strengthen their persistence in mathematics. Yet the literature contains few well-rationalized models for faculty development in higher education. We describe the rationale and design for a model for discipline-based faculty development to support instructional change, and we detail our implementation of this model as applied to intensive workshops on inquiry-based learning (IBL) in college mathematics. These workshops seek to foster post-secondary mathematics instructors’ adoption of IBL, to help them adapt inquiry approaches for their classrooms, and ultimately to increase student learning and persistence in science and mathematics. Based on observed faculty needs, four strands of activity help instructors develop a mental model for an IBL classroom, adapt that model to their teaching context, develop facilitation and task-design skills, and plan an IBL mathematics course. Evaluation data from surveys and observations illustrate participant responses to the workshop and its components. The model has been robust across 15 years of workshops implemented by three generations of workshop leaders and its features make it adaptive, strategic, and practical for other faculty developers.
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影响因子：
2.8
作者：
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DOI：
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发表时间：
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DOI：
--
发表时间：
2021
期刊：
影响因子：
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作者：
T. Archie;S. Laursen;Charles N. Hayward
通讯作者：
Charles N. Hayward
影响因子：
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作者：
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