Situated instructional coaching: a case study of faculty professional development

Background Barriers to reforming traditional lecture-based undergraduate STEM classes are numerous and include time constraints, lack of training, and instructor’s beliefs about teaching and learning. This case study documents the use of a situated instructional coaching process as a method of facul...

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Veröffentlicht in:International journal of STEM education Jg. 3; H. 1; S. 1 - 14
Hauptverfasser: Czajka, Charles Doug, McConnell, David
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Cham Springer International Publishing 01.12.2016
Springer
Springer Nature B.V
Schlagworte:
Active Learning
Beliefs
Case Studies
Classroom Observation Techniques
Coaching (Performance)
College Faculty
Dinosaurs
Earth Science
Education
Educational Change
Educational Practices
Educational Strategies
Educational Technology
Evidence Based Practice
Faculty Development
Graduate Students
Instructional Design
Instructional Effectiveness
Interviews
Introductory Courses
Lecture Method
Mathematics Education
Observation
Peer Teaching
Periodicals
Professional development
Professional Identity
Revision (Written Composition)
Role Perception
Science Education
Science Instruction
Scores
STEM Education
Student Centered Curriculum
Student Centered Learning
Student Improvement
Teacher Attitudes
Teacher Role
Teacher Surveys
Teaching methods
Undergraduate Study
Reformed instruction
Dinosaurs
Active learning
Geoscience
Teaching beliefs
Student-centered
Professional development
ISSN:2196-7822, 2196-7822
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Zusammenfassung:Background Barriers to reforming traditional lecture-based undergraduate STEM classes are numerous and include time constraints, lack of training, and instructor’s beliefs about teaching and learning. This case study documents the use of a situated instructional coaching process as a method of faculty professional development. In this model, a geoscience education graduate student (the coach) assisted a faculty member in reforming and teaching an introductory geoscience course on dinosaurs using evidence-based teaching strategies. The revision process occurred in three phases to progressively transfer responsibility for lesson design from the coach to the instructor over the length of the course. Data on instructional practices were collected using the Reformed Teaching Observation Protocol (RTOP), and belief changes experienced by the instructor were captured using the Teacher Beliefs Interview (TBI) and Beliefs about Reformed Science Teaching and Learning (BARSTL) survey. Results RTOP data confirm that the instructor was successful in teaching the lessons as designed and also gained skills in designing reformed lessons. TBI and BARSTL were indicative of a shift in the instructor's beliefs toward a more student-centered perspective. Conclusions Data collected on instructional practice and teaching beliefs indicate that this model served as an effective method of professional development for the instructor.
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ISSN:2196-7822
2196-7822
DOI:10.1186/s40594-016-0044-1