Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching
Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching
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DOI：
10.1187/cbe.17-12-0272
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发表时间：
2019-06-01
影响因子：
3.7
通讯作者：
Graham, Mark J.
中科院分区：
文献类型：
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作者：
Bathgate, Meghan E.;Aragon, Oriana R.;Graham, Mark J.
循证教学（EBT），如主动学习和形成性评估，有利于学生的学习，但并不存在于许多大学科学课堂。教师对如何教授科学课程的选择受到他们个人信仰和动机的影响，以及他们的部门结构和机构文化。利用来自584名接受过EBT培训的科学、技术、工程和数学（STEM）教师的数据，我们比较了以下哪些因素与教师使用EBT最相关：1）教师的个人动机（例如，教学价值、信心、对智力的信念）;以及2）他们在机构教学环境中的经历（例如，部门支持，学生热情）。教师在教学环境中感知到的支持（例如，有支持的同事，能够获得课程资源）是迄今为止最能预测他们使用EBT的因素。教师的个人动机几乎没有关系时，支持包括在这些模型。即使在控制了教师性别、少数民族地位和教学经验的情况下，这种影响也是强大的。大部分文献都集中在对EBT实施的感知障碍上（例如，时间紧迫，教学空间有限）。目前的数据表明，注重为教师提供支持可能对增加大学STEM课程中的EBT影响最大。
Evidence-based teaching (EBT), such as active learning and formative assessment, benefits student learning but is not present in many college science classrooms. The choices faculty make about how to teach their science courses are influenced by their personal beliefs and motivations, as well as their departmental structures and institutional cultures. With data from 584 science, technology, engineering, and mathematics (STEM) faculty trained in EBT, we compare which of the following factors most relate to faculty's use of EBT: 1) faculty's personal motivations (e.g., teaching value, confidence, beliefs about intelligence); and 2) their experiences with their institutional teaching environments (e.g., departmental support, student enthusiasm). Faculty's perceived supports in their teaching environments (e.g., having supportive colleagues, being able to access curricular resources) were by far most predictive of their use of EBT. Faculty's personal motivations had little to no relationship when supports were included in these models. The effects were robust, even when controlling for faculty gender, minority status, and teaching experience. Much of the literature has focused on perceived barriers to EBT implementation (e.g., tack of time, constrained teaching space). The current data indicate that a focus on building supports for faculty may have the greatest impact on increasing the presence of EBT in college STEM courses.