Pandemic-Inspired Insights: What College Instructors Learned From Teaching When COVID-19 Began
Pandemic-Inspired Insights: What College Instructors Learned From Teaching When COVID-19 Began
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流行病启发的见解：当 COVID-19 开始时，大学教师从教学中学到了什么
DOI：
10.1080/0047231x.2021.12290540
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Kathryn Green
中科院分区：
文献类型：
--
作者：
Tessa Andrews;Kathryn Green
2020年春季，大学教师面临着向远程教学的快速过渡，随之而来的是一系列新的教学挑战。本定性研究调查了26所大学生物教师在这段时间里对学生和教学的了解。我们使用半结构化访谈和内容分析来识别与COVID-19疫情无关的讲师学习。参与者描述了关于学生的两个相关见解：他们越来越意识到学生在课堂外的生活是复杂的，他们意识到他们的校园可以作为学生的中性空间。参与者还重新考虑了他们如何评估学生的学习。当面对面教学恢复时，对学生和教学的新认识有可能影响教学实践。特别有希望的是越来越注重学生作为个体，并认识到并非所有学生都以同样的方式体验生活和课程。我们将研究结果与现有的研究相关联，并提出这些研究结果为我们提出的自我反思问题。[摘要]《大学科学教学杂志》的版权属于美国国家科学教师协会，未经版权保持器的明确书面许可，其内容不得复制或通过电子邮件发送到多个网站或张贴到列表服务器。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这篇摘要可以删节。对副本的准确性不作任何保证。用户应参考材料的原始出版版本以获取完整摘要。（版权适用于所有摘要。）
College instructors faced a rapid transition to remote instruction in spring 2020, and with it a host of new teaching challenges. This qualitative study investigates what 26 college biology instructors learned about students and teaching during this time. We used semi-structured interviews and content analysis to identify instructor learning that is relevant beyond the COVID-19 pandemic. Participants described two related insights about students: They became more aware that students' lives outside the classroom are complex, and they realized that their campus can act as a neutralizing space for students. Participants also reconsidered how they assess student learning. New realizations about students and teaching have the potential to impact teaching practices when in-person instruction resumes. Especially promising is an increased focus on students as individuals and the recognition that not all students experience life and courses in the same way. We relate findings to existing research and propose self-reflection questions that these findings raised for us. [ABSTRACT FROM AUTHOR] Copyright of Journal of College Science Teaching is the property of National Science Teachers Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
DOI：
10.1187/cbe.17-07-0149
发表时间：
2018
期刊：
CBE life sciences education
影响因子：
--
作者：
Auerbach AJ;Higgins M;Brickman P;Andrews TC
通讯作者：
Andrews TC
影响因子：
3.7
作者：
Andrews, Tessa C.;Auerbach, Anna Jo J.;Grant, Emily F.
通讯作者：
Grant, Emily F.
影响因子：
1.9
作者：
Menon, Deepika;Sadler, Troy D.
通讯作者：
Sadler, Troy D.