Course Coordinator Orientations Toward their Work and Opportunities for Professional Development
Course Coordinator Orientations Toward their Work and Opportunities for Professional Development
复制标题
课程协调员的工作方向和专业发展机会
DOI：
10.1007/s10755-021-09579-1
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发表时间：
2021
影响因子：
2.2
通讯作者：
Kristen Vroom
中科院分区：
文献类型：
--
作者：
A. Martinez;J. Gehrtz;C. Rasmussen;Talia LaTona;Kristen Vroom
美国各地的大学数学系正在努力改善他们的数学导论课程的一种方式是通过实施或提高课程协调的水平。这可能需要为多部分课程创建统一的课程内容，并努力在教授这些课程的教员中建立一个实践社区。在本文中，我们探讨协调员的方向，隐含（在某些情况下明确）指导他们的工作。特别是，我们确定了两个方向的协调，一个人文增长的方向和资源管理的方向。本文分析的数据包括对来自美国七所不同高等教育机构的19名课程协调员和53名教师的采访。我们介绍了一个框架，使两种方法，以专业发展与这两个协调员的方向，并结束了讨论如何部门主席和其他人希望实施或改善协调可以利用本文提供的框架。
One way that university mathematics departments across the United States are making efforts to improve their introductory mathematics courses is by implementing or increasing the level of course coordination. This can entail creating uniform course elements for multi-section courses and efforts to build a community of practice among the instructors teaching these courses. In this paper we explore coordinator orientations that implicitly (and in some cases explicitly) guide their work. In particular, we identified two orientations toward coordination, a Humanistic-Growth orientation and a Resource-Managerial orientation. Data analyzed in this manuscript consists of interviews with 19 course coordinators and 53 instructors from seven different higher education institutions across the United States. We introduce a framework that aligns two approaches to professional development with these two coordinator orientations and conclude with a discussion on how department chairs and others looking to implement or improve coordination may leverage this framework provided in this paper.