Role of Community of Practice (CoP) to Facilitate Change in STEM Instructional Practices through Faculty Development Programs
Role of Community of Practice (CoP) to Facilitate Change in STEM Instructional Practices through Faculty Development Programs
复制标题
实践社区 (CoP) 在通过教师发展计划促进 STEM 教学实践变革方面的作用
DOI：
10.1109/weef-gedc49885.2020.9293660
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Anurag Palla
中科院分区：
文献类型：
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作者：
Rohit Kandakatla;Anurag Palla
在过去的十年里，学者、政府机构和政策代理人多次呼吁系统地改变STEM项目的教学实践。为了响应这些号召，各机构一直在组织众多的教师发展计划，目标是激励教师，促进STEM教学的大规模改革。尽管教师开发人员和机构多年来一直在努力，但传统的教学方法仍然是STEM教学的主要模式。在实现变革的失败往往是由于教师发展计划后，当他们试图实施的学习和改造他们的课堂instruction.In这项研究中，我们探讨了实践社区（CoP）在实现可持续的变化在印度教师发展计划完成后，在教学实践中的作用。在为期6周的技术增强学习教师发展计划开始时，建立了一个CoP，以培养参与者的社区意识。在为期6周的课程中收集了定性数据，以分析CoP帮助参与者实现教师发展计划成果的不同方式。专题数据分析的结果显示，扶贫委员会的成员通过交换意见、澄清误解、提供反馈和交流知识相互帮助。据观察，具有不同教学经验的参与者在设计和开发课程网站（发展隐性知识）时相互支持。在完成为期六周的课程后，参加者继续与扶贫委员会的其他成员会面，分享他们如何在各自的课程中采用科技强化学习的经验。在学期结束后，CoP成员开始分享他们的学习到其他教师，从而促进该机构的可持续教学变革。在研究的最后，建议教师开发人员在他们的教师发展计划的设计过程中，将COP。
The last decade has seen numerous calls from academicians, government agencies, and policy agents to systematically transform instructional practices in STEM programs. In alignment with these calls, institutions have been organizing numerous faculty development programs with a goal to motivate their faculty and promote large scale reforms in STEM instruction. In spite of many years of efforts by faculty developers and institutions, traditional teaching methods continue to dominate as the primary mode of STEM instruction. The failure in achieving change is often attributed to the lack of support received by faculty post the faculty development program, when they try to implement the learnings and transform their classroom instruction.In this study, we explore the role of a Community of Practice (CoP) in achieving sustainable change in instructional practice after the completion of the faculty development program in India. A CoP was established at the start of a 6-week faculty development program on technology-enhanced learning to foster a sense of community among the participants. Qualitative data was collected during the 6-week program to analyze the different ways in which the CoP helped the participants to achieve the outcomes of the faculty development program. Results from the thematic data analysis revealed that the members of the CoP helped each other through exchange of ideas, clarification of misconceptions, providing of feedback, and exchange of knowledge. It was observed that participants with varied prior teaching experience supported each other as they designed and developed course websites (developing tacit knowledge). After the completion of the 6-week program, the participants continued to meet with other members of the CoP to share the experience of how they adopted to technology-enhanced learning in their respective courses. The CoP members after the end of the semester started to share their learning to other faculty thereby promoting sustainable instructional change in the institution. At the end of the study, recommendations are provided for faculty developers to incorporate the CoPs during the design of their faculty development programs.