Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.
Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.
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DOI：
10.1187/cbe.14-12-0222
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Passmore HA
中科院分区：
文献类型：
--
作者：
Ebert-May D;Derting TL;Henkel TP;Middlemis Maher J;Momsen JL;Arnold B;Passmore HA
作者调查了博士后研究员在完成为期2年的专业发展计划FIRST IV后相信和实施循证医学的程度。博士后报告说，与以教师为中心的教学相比，更多地使用以学习者为中心的教学，视频评分进一步证明了以学习者为中心的教学。在科学、技术、工程和数学学科中，专业发展后教学实践的可靠证据有限，这使得确定专业发展“最佳做法”和有效的变革模式变得困难。我们的目的是确定博士后研究员（即，未来的生物学教师）在完成为期2年的专业发展计划“改革科学教学学院”（FIRST IV）后相信并实施了循证教学法。博士后（PD）参加了为期2年的培训计划，在此期间，他们完成了自我报告的评估，他们的信念，教学和教学知识和经验的收益，他们提供了课堂评估和录像的副本，他们的教学。与以教师为中心的策略相比，以学生为中心的策略的使用率更高。这些数据与专家对教学视频的评审结果一致。大多数PD（86%）收到的视频评级记录了学生的积极参与和以学习者为中心的课堂的实施。尽管在课堂上练习了更高层次的认知，但PD在评估学习时使用的项目集中在较低层次的认知技能上。我们将FIRST IV计划的高度成功归功于我们对经验不足的教师的关注，教学实践和反思的迭代过程，以及完整课程的开发和教学。
The authors investigated the extent to which postdoctoral fellows believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, FIRST IV. Postdocs reported greater use of learner-centered compared with teacher-centered instruction, and video ratings further documented learner-centered instruction. The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course.
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