Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education
Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education
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DOI：
10.1002/tea.21444
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发表时间：
2018-10-01
影响因子：
4.6
通讯作者：
Raker, Jeffrey R.
中科院分区：
文献类型：
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作者：
Gibbons, Rebecca E.;Villafane, Sachel M.;Raker, Jeffrey R.
虽然STEM教育中循证教学实践（EBIP）的研究和发展蓬勃发展，但这些实践的课堂实施并不多产。本研究以教师为中心的系统改革模式为框架，探讨化学教师的教与学信念、自我效能信念及其制定的课堂实践之间的关系。中学后化学教师提出了一个独特的人口的研究，因为他们在教学的先决条件课程，如一般和有机化学，这是许多科学专业领域的关键作用。教师的信念和自我效能的措施进行了全国调查中学后化学教师。在化学课程中使用的教学实践也通过自我报告收集。虽然没有直接观察到的教学实践，聚类分析我们的数据反映了模式的教学实践中发现的化学教师的观察为基础的研究。教师的思维和自我效能感的措施制定的教学实践的基础上发现显着差异。结果支持假设的信念和教学实践之间的联系在更大的规模比以前的研究这种关系，支持的证据，这种关系的重要性，以前批评的结果。这些结果呼吁进行改革，努力从其核心，即最终采用EBIP的人的信念，促进变革。传播和设计应纳入培训和材料，突出的过程中，教师解释改革的做法在他们的信仰体系，并探讨信仰的变化，在复杂的背景下，教育改革。
While research on and development of evidence-based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher-centered systemic reform model as a framework, we explore the connection between chemistry instructors' beliefs about teaching and learning and self-efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self-efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self-report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation-based studies of chemistry faculty. Significant differences are found on teacher thinking and self-efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform.