Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching
Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching
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DOI：
10.1080/10508406.2012.729767
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发表时间：
2013-04-01
影响因子：
3.8
通讯作者：
Ferrare, Joseph J.
中科院分区：
文献类型：
--
作者：
Hora, Matthew Tadashi;Ferrare, Joseph J.
对教师教学实践的描述，阐明课程规划和课堂教学在特定情境下如何发生的细微差别，对于为教学干预提供信息非常重要。本文所报道的研究借鉴实践系统理论，关注行为者、人工制品和任务之间的动态相互作用，这种相互作用制约课程规划等活动，并构成课堂教学等其他活动。这项对3所研究型大学数学和科学学科教师教学的定性案例研究基于访谈和课堂观察数据（n = 57名教师），使用因果网络和社会网络分析技术对这些数据进行了分析。结果表明，课程大纲是重要的组织性人工制品，由课程委员会制定，从前任教师那里继承而来，并受到对知识顺序获取的考虑的影响。教师们认为，尽管课程大纲限定了教学材料的类型和时间顺序，但他们通常可以自由地按照自己喜欢的方式教学。观察数据揭示了在常用教学方法、认知参与和教学技术使用方面因学科而异的配置。这些结果还表明，仅仅将教学概念化为特定方法（例如讲座）的使用，会掩盖实践的微妙特征。使用本文所概述的方法，教学设计者可以深入了解相关意义和实践，从而用于设计和实施符合当地情况的改革举措。
Descriptions of faculty practice that illuminate nuances of how course planning and classroom instruction occur in specific contexts are important to inform pedagogical interventions. The study reported in this article draws on systems-of-practice theory to focus on the dynamic interplay among actors, artifacts, and tasks that constrains activities such as course planning and constitutes other activities, such as classroom instruction. This qualitative case study of faculty teaching in math and science disciplines at 3 research universities is based on interview and classroom observation data (n=57 instructors) that are analyzed using causal network and social network analysis techniques. Results indicate that course syllabi are important organizational artifacts that are created by curriculum committees, inherited from previous instructors, and shaped by consideration of the sequential acquisition of knowledge. Faculty perceived that although course syllabi delimit the type and temporal sequencing of material for faculty, they are generally free to teach how they like. Observation data reveal discipline-specific configurations in frequently used teaching methods, cognitive engagements, and the use of instructional technology. These results also demonstrate that conceptualizing teaching solely as the use of particular methods (e.g., lecture) obscures subtle features of practice. Using the approach outlined in this article, instructional designers can obtain insights into meanings and practices that can be used to design and implement locally attuned reform initiatives.