Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices
Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices
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DOI：
10.1007/s10734-013-9678-9
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发表时间：
2014-07-01
期刊：
影响因子：
5
通讯作者：
Hora, Matthew T.
中科院分区：
文献类型：
--
作者：
Oleson, Amanda;Hora, Matthew T.
高等教育中经常被引用的一句格言是，“教员按教的方式授课”，因为他们在进入教室之前几乎没有接受过正规的教学培训。然而，人们对教师关于教学的知识来源以及他们以前的经验在他们的教学实践发展中所起的作用知之甚少。在这项探索性研究中，我们采访和观察了三个研究机构的53名科学、技术、工程和数学教师。使用定性分析方法(即主题和因果网络分析)，我们发现教师不仅模仿以前的教师进行教学，而且还借鉴了不同的知识和先前的经验。这些知识包括他们作为教师的经历(46名受访者)、他们作为学生的经历(22名受访者)、他们作为研究人员的经验(9名受访者)和他们的非学术角色(10名受访者)。对两名教师的深入分析详细阐述了这些不同类型的先前经验之间的关系，以及它们如何与其他因素相互作用，这些因素包括对教学的信念、教学目标和组织环境的特征，最终塑造了他们的课堂实践。研究结果表明，专业开发人员和政策制定者不应假设教师缺乏教与学方面的知识，相反，他们应该承认自己作为专业教师已有的“手艺”知识，并将其发扬光大。未来的研究应该集中在特定类型的知识与教学实践之间的关系，以及这些不同的经历如何影响认同的形成。
An oft-cited maxim in higher education is that "faculty teach the way they were taught" because they receive little formal training in teaching before entering the classroom. However, little is known about the origins of faculty knowledge about teaching or the role their prior experiences play in the development of their teaching practices. In this exploratory study, we interviewed and observed 53 science, technology, engineering, and mathematics faculty at three research institutions. Using qualitative analysis methods (i.e., thematic and causal network analysis), we find that faculty do not only model their teaching after previous instructors, but also draw upon a varied repertoire of knowledge and prior experiences. These include knowledge derived from their experiences as instructors (46 respondents), their experiences as students (22 respondents), their experiences as researchers (9 respondents), and from their non-academic roles (10 respondents). In-depth analyses of two faculty members elaborate on the relationship between these varied types of prior experiences and how they interact with other factors including beliefs about teaching, instructional goals, and features of the organizational context to ultimately shape their classroom practice. The results suggest that instead of assuming that faculty lack any knowledge about teaching and learning, professional developers and policymakers should instead acknowledge and build upon their preexisting "craft" knowledge as professional teachers. Future research should focus on relationships between specific types of knowledge and teaching practice and how these varied experiences influence identity formation.