Challenging instructors to change: a mixed methods investigation on the effects of material development on the pedagogical beliefs of geoscience instructors
Challenging instructors to change: a mixed methods investigation on the effects of material development on the pedagogical beliefs of geoscience instructors
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挑战教师变革：关于材料开发对地球科学教师教学信念影响的混合方法调查
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发表时间：
2016
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影响因子：
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通讯作者：
D. McConnell
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作者：
Michael Pelch;D. McConnell
背景STEM教育改革鼓励从以教师为中心的被动学习环境过渡到以学生为中心的主动学习环境。采用这些变化的教师将研究验证的教学实践，提高学生的学习。专业发展，培训教师实施教学改革在支持这一转变中起着关键作用。最有效的专业发展经验是那些不仅帮助教师重新设计课程，而且还导致参与教师的教学信念的永久重新调整。有效的专业发展具有足够时间的真实，严格的经验。我们调查了大学教师的教学信念的变化，导致他们参与了跨学科教学的地球可持续发展的未来（InTeGrate）项目，指导他们在改革后的教学材料的发展，介绍大学科学课程。一个收敛的并行混合方法设计采用教师信念访谈，信仰改革后的科学教学和学习调查，和参与者的反思，他们的经验，以表征教学信念在不同阶段的专业development.ResultsQualitative和定量数据显示一致的变化，改革后的教学信念为大多数参与者。大多数参与者的教师信念访谈（TBI）分数提高到更多的以学生为中心的教学信念。从最传统的教学理念开始的教师表现出最大的收益。访谈数据和参与者的反映符合有效专业发展的特点。合并的结果表明，最显着的变化发生在强烈影响的领域的情景课堂factors.ConclusionsThe过程中采用的InTeGrate项目的材料开发是由严格的，真实的，和协作的经验持续了足够的时间。将这些特点纳入各种规模的专业发展计划，有助于促进长期采用改革后的教学策略。地球科学专业人员之间的合作是推动变革的主要动力之一。因此，本研究提供了洞察未来的专业发展机会，寻求更好地准备教师在课堂上实施改革后的教学策略的发展。
BackgroundSTEM educational reform encourages a transition from instructor-centered passive learning environments to student-centered, active learning environments. Instructors adopting these changes incorporate research-validated teaching practices that improve student learning. Professional development that trains faculty to implement instructional reforms plays a key role in supporting this transition. The most effective professional development experiences are those that not only help an instructor redesign a course, but that also result in a permanent realignment of the teaching beliefs of participating instructors. Effective professional development features authentic, rigorous experiences of sufficient duration. We investigated changes in the teaching beliefs of college faculty resulting from their participation in the Interdisciplinary Teaching about the Earth for a Sustainable Future (InTeGrate) project that guided them in the development of reformed instructional materials for introductory college science courses. A convergent parallel mixed methods design was employed using the Teacher Belief Interview, the Beliefs About Reformed Science Teaching and Learning survey, and participants’ reflections on their experience to characterize pedagogical beliefs at different stages of their professional development.ResultsQualitative and quantitative data show a congruent change toward reformed pedagogical beliefs for the majority of participants. The majority of participants’ Teacher Belief Interview (TBI) scores improved toward more student-centered pedagogical beliefs. Instructors who began with the most traditional pedagogical beliefs showed the greatest gains. Interview data and participants’ reflections aligned with the characteristics of effective professional development. Merged results suggest that the most significant changes occurred in areas strongly influenced by situational classroom factors.ConclusionsThe process of materials development employed in the InTeGrate project is comprised of rigorous, authentic, and collaborative experiences continued over a sufficient duration. Incorporating these characteristics in to a professional development program on a variety of scales can help promote the long-term adoption of reformed teaching strategies. Collaboration among geoscience professionals was one of the predominant drivers for change. Consequently, this research provides insight for the development of future professional development opportunities seeking to better prepare instructors to implement reformed instructional strategies in their classrooms.