How facilitating K–12 professional development shapes science faculty's instructional change
Datos Bibliográficos
| ID | 21392706 |
|---|---|
| Autores | Kathryn N Hayes (0000-0003-2121-1053, Department of Educational Leadership California State University East Bay Hayward California USA, autor de correspondencia), Caron Inouye (Department of Biological Sciencses California State University East Bay Hayward California USA), Caron Y Inouye (California State University, East Bay), Christine Lee Bae (0000-0002-3492-7598, Virginia Commonwealth University), Brit Toven‐lindsey (0000-0002-3733-7497, Department of Educational Leadership California State University East Bay Hayward California USA) |
| Año | 2021 |
| Volumen | 105 |
| Número | 1 |
| Páginas | 99-126 |
| Fecha de publicación | 2021-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Science Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21600 |
| OpenAlex | W3092965034 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 53 |
Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty facilitate teacher professional development may provide an important space for faculty learning and innovation related to college instruction. There is a large body of research examining the impact of such partnerships on teacher instructional change; however, few studies consider the impact of these programs on the instructional practices of science faculty. Moreover, existing studies lack theoretical frames to elucidate the various processes that shape faculty adoption of new teaching practices. This qualitative study examines the processes by which science faculty reshape their pedagogical practices through facilitating professional development for K–12 teachers, and how individual characteristics, social interactions, and organizational contexts influence their choices. We use a theoretical framework that affords an understanding of the iterative process and multiple factors that influence shifts in instructional practice. Implications of findings for grant‐writing and professional development that foster opportunities for relationship building and learning among faculty and teachers are discussed
Faculty Development · Mathematics education · Pedagogy · Process (computing) · Professional development · Science education · Sociology · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Higher Education Research Studies · Psychology
Anatomy of STEM teaching in North American universities
Improved Learning in a Large-Enrollment Physics Class
From Gatekeeping to Engagement
The Textual Approach
Facilitating change in undergraduate STEM instructional practices
Policy Implementation and Cognition
Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology
Collective Sensemaking about Reading
Sensemaking in Organizations
Barriers to Faculty Pedagogical Change
Active learning increases student performance in science, engineering, and mathematics
Organizing and the Process of Sensemaking
Sensemaking in Organizations
Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development
InterViews
The role of students’ questions in aligning teaching, learning and assessment
Higher Education Change and Social Networks
Understanding teacher instructional change
Elaborating a model of teacher professional growth
A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study
Easeing Students Into College
Educational Reform, Personal Practical Theories, and Dissatisfaction
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards
Improving Impact Studies of Teachers' Professional Development
Situated Learning
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 1,5 |
| Intervalo de citas | 2024 - 2025 (2) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |