The adoption of student-centered teaching materials as a professional development experience for college faculty
The adoption of student-centered teaching materials as a professional development experience for college faculty
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采用以学生为中心的教材作为大学教师的专业发展经验
DOI：
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发表时间：
2019
影响因子：
2.3
通讯作者：
D. McConnell
中科院分区：
文献类型：
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作者：
C. D. Czajka;D. McConnell
摘要在STEM教育中推广以学生为中心的学习环境的努力由于缺乏专业发展战略而受到影响，这些战略可以帮助教师克服改革的常见障碍。本研究调查的影响，采用一套以学生为中心的教材的教学实践和信念的八个地球科学教师在各种美国机构。每位教师采用了18节课，这些课是作为InTeGrate（关于地球可持续未来的跨学科教学）项目的一部分开发的，并将其纳入一个学期的课程。教学实践清单（TPI）和改革后的教学观察协议（RTOP）被用来收集教学实践的数据，而教师的信念被捕获与教师信念访谈（TBI）。数据收集了三个学期，一个控制学期使用传统材料，试点学期使用新材料，和最后的治疗学期。虽然TPI的调查显示，在实践中没有自我报告的变化，RTOP的观察记录了更多的以学生为中心的教学实践的结合。TBI结果证实，大多数教师也至少适度转变为更加以学生为中心的教学信念。这些研究结果表明，采用精心制作的，以学生为中心的教学材料可以对大学教师的教学实践和信念产生积极的影响。
ABSTRACT Efforts to promote the use of student-centered learning environments in STEM education have been tempered by a lack of professional development strategies that help faculty overcome common barriers to reform. This study investigated the impact that adopting a suite of student-centered teaching materials had on the teaching practices and beliefs of eight geoscience faculty at a variety of US institutions. Each instructor adopted 18 class lessons that were developed as part of the InTeGrate (Interdisciplinary Teaching about the Earth for a Sustainable Future) project into a semester-long course. The Teaching Practices Inventory (TPI) and Reformed Teaching Observation Protocol (RTOP) were used to collect data on teaching practices whereas instructor beliefs were captured with the Teacher Beliefs Interview (TBI). Data were collected over three semesters, a control semester using traditional materials, a pilot semester using the new materials, and a final treatment semester. While the TPI survey showed no self-reported changes in the practices, RTOP observations recorded the incorporation of more student-centered teaching practices. TBI results confirm that most of the instructors also made at least moderate shifts toward more student-centered beliefs about teaching and learning. These findings demonstrate that the adoption of well-crafted, student-centered instructional materials can have a positive impact on both the teaching practices and beliefs of college faculty.