Teaching Science in Higher Education: Faculty Professional Development and Barriers to Change
Teaching Science in Higher Education: Faculty Professional Development and Barriers to Change
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高等教育中的科学教学：教师专业发展和变革障碍
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
M. Odell
中科院分区：
文献类型：
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作者：
D. Sunal;J. Hodges;C. Sunal;Kevin W. Whitaker;L. Michael Freeman;L. Edwards;Ronald A. Johnston;M. Odell
本研究的重点是更好地了解大学科学教学改革取得成功所必需的变化过程。专业发展的过程涉及教师的学习，教学技能和教学知识，以及教师文化教学科学课程的认知观念。一系列的教师发展计划进行了九个美国地点探索，制定战略，并在科学教室实施变革。研究和这些专业发展经验的审查提供了一个基础，开展研究活动，了解科学教师的变化。来自30个机构的教师参与了这项研究。本研究采用民族志和个案研究的方法来收集和分析资料。在这项研究中遇到的许多教师有概念的变化过程，抑制成功的行动。这些研究工作提供了一个预测模型，以协助教师的变化，并帮助确定哪些教师的专业发展努力可能是成功的，在克服障碍，改变本科科学教室。
The focus of this research was to better understand the change processes necessary for university science teaching reform to be successful. The professional development processes involved faculty cognitive perceptions of learning, teaching skills, and pedagogical knowledge, as well as faculty culture in teaching science courses. A series of faculty development programs were conducted at nine U.S. locations to explore, develop strategies, and implement changes in science classrooms. A review of research and these professional development experiences provided a base to carry out research activities related to understanding change in science faculty. Faculty participants in the program from 30 institutions were selected to be involved in the study. Ethnographic and case study approaches were used to collect and analyze data. Many faculty members encountered in this study had conceptions of the change process that inhibited successful action. These research efforts provide a predictive model for assisting faculty change and help determine which faculty professional development efforts may be successful in overcoming barriers to change in undergraduate science classrooms.