Context Matters: Understanding the Relationship Between Instructor’s Beliefs and the Amount of Time Spent Lecturing
Context Matters: Understanding the Relationship Between Instructor’s Beliefs and the Amount of Time Spent Lecturing
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背景很重要：了解教师的信念与授课时间之间的关系
DOI：
10.1007/s40753-021-00158-5
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发表时间：
2022
影响因子：
1.5
通讯作者：
Johnson, Estrella
中科院分区：
文献类型：
--
作者：
Chowdhury, Ahsan Habib;Mullins, Sara Brooke;Johnson, Estrella
先前的研究已经确定了信念对数学教师教学实践的影响，例如他们选择讲课（或不讲课）。然而，教学情境在影响信念和教学中的作用还没有得到深入的研究。本文探讨了课程背景和信念如何影响数学教师的倾向，通过调查两个非常不同的教学背景下，在美国本科数学：微积分和抽象代数讲座。我们的回归分析结果在两个数据集中都很显着，我们确实在每种情况下都发现了预测讲课时间的信念。例如，微积分教师越相信以教师为中心的教学实践的有效性，他们就越有可能讲课。而越是抽象的代数教师相信他们的学生的学习能力，他们就越不可能讲课。然而，虽然抽象代数教师的回归模型占报告的讲课时间的37.8%的变异，微积分教师的模型只占2.7%的变异。因此，我们的分析表明，有上下文的差异，如课程协调，学生的人口统计数据，教师的工作保障，这可能会减轻信仰影响教学实践的程度。
Prior studies have identified the impact beliefs have on mathematics instructors’ instructional practice, such as their choice to (or not to) lecture. However, the role of instructional context role in influencing beliefs and instruction has not been thoroughly researched. This paper explores how course context and beliefs could impact mathematics instructors’ propensity to lecture by investigating two very different instructional contexts in undergraduate mathematics in the United States: Calculus and Abstract Algebra. The results of our regression analyses were significant in both data sets and, we did find beliefs in each context that predicted the amount of time spent lecturing. For instance, the more calculus instructors believed in the effectiveness of teacher-centered instructional practices, the more likely they were to lecture. Whereas the more abstract algebra instructors believed in their student’s capacity to learn the less likely they were to lecture. However, while the regression model for the abstract algebra instructors accounted for 37.8% of the variability in the reported amount of time spent lecturing, the model for Calculus instructors only accounted for 2.7% of the variability. Thus our analyses indicate that there are contextual differences, such as course coordination, student demographics, and the job security of the instructors, that may be mitigating the extent to which beliefs impact instructional practice.
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