The Role of Collaborative Reflection on Shaping Engineering Faculty Teaching Approaches
The Role of Collaborative Reflection on Shaping Engineering Faculty Teaching Approaches
复制标题
协作反思对塑造工程学院教学方法的作用
DOI：
10.1002/j.2168-9830.2009.tb01002.x
复制
发表时间：
2009
影响因子：
3.4
通讯作者：
Gregory Light
中科院分区：
文献类型：
--
作者：
A. McKenna;Bugrahan Yalvac;Gregory Light
在过去的几年里，来自四所大学的工程教师和学习科学家合作开发教材，以提高教师教学和学生学习的质量。在人们如何学习 (HPL) 框架的指导下，工程学院与学习科学家合作开发以学习者为中心、以学生为中心的教学方法。在与学习科学家协商后，工程学院在课堂上进行了教育探究，旨在调查学生的学习情况并加强教学。在本文中，我们讨论了教师参与这些协作努力的程度，以及他们的教学方法如何因其参与程度而有所不同。研究结果揭示了协作反思在塑造教学方法中所发挥的作用。这项研究的结果为工程和高等教育领域有兴趣实施工程教师发展计划以优化对教学的影响的研究人员和其他从业者提供了见解。
Over the last several years, engineering faculty and learning scientists from four universities worked in collaboration to develop educational materials to improve the quality of faculty teaching and student learning. Guided by the How People Learn (HPL) framework, engineering faculty worked in collaboration with learning scientists to develop learner‐centered, student‐focused instructional methods. In consultation with learning scientists, engineering faculty carried out educational inquiry in their classrooms aimed at investigating student learning and enhancing instruction. In this paper we discuss the extent to which faculty engaged in these collaborative endeavors and how their teaching approaches differed as a result of their level of engagement. Study findings reveal the role that collaborative reflection plays in shaping teaching approaches. Results from this study provide insights for researchers and other practitioners in engineering and higher education interested in implementing engineering faculty development programs to optimize the impact on teaching.