Faculty online learning communities: A model for sustained teaching transformation
Faculty online learning communities: A model for sustained teaching transformation
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DOI：
10.1103/physrevphyseducres.15.020147
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发表时间：
2019-12-04
影响因子：
3.1
通讯作者：
Henderson, Charles
中科院分区：
文献类型：
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作者：
Dancy, Melissa;Lau, Alexandra C.;Henderson, Charles
许多物理教师都意识到并有兴趣使用基于研究的教学策略。然而，知识和动力不足以支持成功和持续的采用。为了解决这个问题，我们提出了一个用于教育变革的教师在线学习社区（FOLC）模型，并描述了其应用（新教师研讨会 FOLC，NFW-FOLC），以便为参加物理和天文学新教师研讨会的新教师提供一年的支持。 FOLC 是教师学习社区模式的延伸。在这里，我们介绍一般 FOLC 模型的理论基础、特定 NFW-FOLC 的设计原则以及 NFW-FOLC 参与者的学习目标。我们通过分析前四个 NFW-FOLC 队列参与者的体验后访谈来证明 NFW-FOLC 的有效性。教师加入 FOLC 的主要动机是通过更多地了解教学策略、获得实施帮助并与更广泛的社区建立联系来改善他们的教学。这些动机符合我们的 NFW-FOLC 设计原则。绝大多数参与者表示，这次经历很有价值，并对他们产生了积极的影响，NFW-FOLC 成员最常报告的影响是教学策略实施的改变，增加了对教学的反思，增强了作为教师的信心，增加了教学知识，使学生受益，节省了时间，并获得了资源。报告的影响证明 NFW-FOLC 正在成功实现其目标。我们认为，所报告的影响得到了 FOLC 职业发展模型的独特支持。我们将 FOLC 推进为一种通用的专业发展模式，与传统的改革努力以及传统的教师学习社区相比，它具有许多优势。
Many physics faculty are aware of and interested in using research-based instructional strategies. However, knowledge and motivation are not sufficient to support successful and sustained adoption. To address this problem, we present a faculty online learning community (FOLC) model for educational change and describe its application (the New Faculty Workshop FOLC, NFW-FOLC) to provide a year of support to new faculty following attendance at the Physics and Astronomy New Faculty Workshop. FOLCs are an extension of the faculty learning community model. Here we present the theoretical underpinnings of the general FOLC model, the design principles of our particular NFW-FOLCs, and the learning objectives for NFW-FOLC participants. We demonstrate the efficacy of our NFW-FOLCs by analyzing postexperience interviews with participants from the first four NFW-FOLC cohorts. The primary motivation given by faculty for joining our FOLCs is to improve their teaching as they learn more about teaching strategies, get implementation help, and connect to a broader community. These motivations align with our NFW-FOLC design principles. Participants overwhelmingly report the experience was valuable and impacted them positively with the most commonly reported impacts of NFW-FOLC membership being changes in their implementation of teaching strategies, increased reflection about teaching, increased confidence as teachers, increased knowledge about teaching, benefits to their students, time saved, and gaining a resource. The reported impacts provide evidence that the NFW-FOLC is successfully meeting its goals. We argue that the reported impacts are uniquely supported by the FOLC model of professional development. We advance FOLCs as a generalizable model of professional development offering a number of advantages over traditional reform efforts as well as traditional Faculty Learning Communities.