Supporting Teaching and Learning Reform in College Mathematics: Finding Value in Communities of Practice.
Supporting Teaching and Learning Reform in College Mathematics: Finding Value in Communities of Practice.
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DOI：
10.1007/s41979-021-00061-3
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
von Renesse C
中科院分区：
文献类型：
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作者：
Johnson KG;Jakopovic P;von Renesse C
改善大学STEM(科学、技术、工程、数学)学生的学习成果是高等教育机构(IHE)持续关注的一个领域。这种改革包括挑战、改变和适应教学实践和学习环境。实践社区(COPS)可以支持教师进行这些转变；然而，在STEM教育中创造大规模的教学变革需要更仔细地审视现有的系统和结构。本文研究了以研究性教学为主要内容的区域COPS网络，该网络主要由IHE的数学教师组成。了解教师需要什么和有什么价值来支持他们的教学改革是重要的，因为COPS和其他机制已经到位，以提高学生的成功。在这项定性研究中，我们使用了Wenger等人开发的价值框架。剖析教职员工参与COP的各种方式，并从中发现价值。教员与会者表示，缔约方会议的参与创造了独特的价值层次，帮助他们确定支持探究教学的资源，特别是在大流行病期间，改变他们对教学的信念，并与同行就数学和教学进行接触。这项在新冠肺炎全球大流行期间进行的研究结果，为STEM利益攸关方提供了初步的见解，这些利益攸关方对大规模、正在进行的教学改革感兴趣，以改善学生的学习结果，以及网络感兴趣，共同支持具有持续而不是有限的目标的COPS。网上版载有补充材料，可在10.1007/s41979-021-021-3查阅。
Improving college STEM (science, technology, engineering, mathematics) student learning outcomes is an ongoing area of focus in Institutions of Higher Education (IHE). This reform includes challenging, changing, and adapting both teaching practices and the learning environment. Communities of practice (CoPs) can support faculty in making these shifts; however, creating large-scale instructional changes in STEM education requires a more careful look at the existing systems and structures in place. In this paper, we investigate a network of regional CoPs composed mainly of mathematics faculty from IHE focused on teaching with inquiry methods. Understanding what faculty need and value to support their instructional changes is important as CoPs and other mechanisms are put in place to increase student success. In this qualitative study, we use the value framework developed by Wenger et al. to dissect the variety of ways faculty engage and find value in their CoP participation. Faculty participants expressed that CoP participation created unique layers of value in helping them to identify resources to support teaching with inquiry especially during a pandemic, shift their beliefs about teaching, and engage with a network of peers about mathematics and teaching. Findings from this study, conducted during the COVID-19 global pandemic, provide preliminary insights for STEM stakeholders interested in large-scale, ongoing instructional reform to improve student learning outcomes and for networks interested in collectively supporting CoPs with ongoing rather than finite goals. The online version contains supplementary material available at 10.1007/s41979-021-00061-3.