Experiences of new faculty implementing research-based instructional strategies
Experiences of new faculty implementing research-based instructional strategies
复制标题
新教师实施基于研究的教学策略的经验
DOI：
10.1063/1.3680020
复制
发表时间：
2012
影响因子：
2.3
通讯作者：
C. Henderson
中科院分区：
文献类型：
--
作者：
M. Dancy;C. Henderson
作为一项正在进行的研究的一部分，为了更好地理解和改善研究型教学法的传播，我们在参加了物理和天文学新教师研讨会后，对15名教师进行了5个学期的跟踪调查。在本文中，我们报告了这些教师在研讨会结束后的第一学期的经验。教师们在学期前后都接受了采访。还收集了教学工件和课程结果数据。我们讨论了新教师研讨会的经验如何影响这些教师，教师遇到的问题和挑战，以及这些教师如何报告他们的时间。对创新扩散的影响进行了讨论。
As part of an ongoing study to better understand and improve the diffusion of research-based pedagogies, we are following 15 faculty for 5 semesters after attending the Physics and Astronomy New Faculty Workshop. In this paper we report on the experiences of these faculty the first semester after the workshop. Faculty were interviewed both before and after the semester. Instructional artifacts and course outcome data were also collected. We discuss how the New Faculty Workshop experience impacted these faculty, the concerns and challenges the faculty encountered and how these faculty report spending their time. Implications for the diffusion of innovations are discussed.