论文标题
对教师学习社区的教师吸收的影响
Influences on Faculty Uptake from a Faculty Learning Community
论文作者
论文摘要
专业发展是一种工具，教师用来发展知识和技能，以帮助他们成为更好的老师。我们研究什么影响会影响教师从专业发展计划中提出想法的方式。通过采用教学推理和行动的框架，我们研究了教师如何从特定的教师学习社区（STEM教学与学习奖学金）中提出想法，以及影响其教学和物质设计选择的因素。我们检查了在三种不同情况下影响教师的影响。从这些情况下，我们构建了主题，并使用跨案例分析在所有情况下检查了这些主题。在这项多项案例研究中，我们发现评估和教学统一，参与教学实践以及部门的文化都影响了教师将新的教学思想和实践带入课堂的程度。开发人员可以利用这些发现来设计和改进计划，并向研究人员告知未来研究途径。
Professional development is a tool that faculty members use to develop knowledge and skills that help them become better teachers. We investigate what influences affect the ways in which faculty take up ideas from professional development programs. By employing the framework of Pedagogical Reasoning and Action, we investigate how faculty take up ideas from a particular Faculty Learning Community (the STEM Teaching & Learning Fellowship) and the factors that influence their instructional and material design choices. We examined influences affecting faculty in three different cases. From these cases, we constructed themes, and examined those themes across all cases using a cross-case analysis. In this multiple case study we find that assessment and instructional alignment, participation in instructional practices, and the culture of the department all influence the extent in which faculty bring new teaching ideas and practices into the classroom. These findings can be leveraged by developers to design and improve programs, as well as inform researchers on future avenues of research.
