Situated Instructional Coaching: A Case Study of Faculty Professional Development

Autor/inn/en	Czajka, Charles Doug; McConnell, David
Titel	Situated Instructional Coaching: A Case Study of Faculty Professional Development
Quelle	In: International Journal of STEM Education, 3 (2016), Artikel 10 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-016-0044-1
Schlagwörter	Coaching (Performance); Case Studies; Faculty Development; STEM Education; Educational Change; College Faculty; Introductory Courses; Undergraduate Study; Earth Science; Evidence Based Practice; Instructional Design; Observation; Teacher Attitudes; Interviews; Teacher Surveys; Active Learning; Student Centered Learning; Scores; Teacher Role; Role Perception; Science Instruction; Educational Practices + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; STEM; Bildungsreform; Fakultät; Einführungskurs; Grundstudium; Earth sciences; Geowissenschaften; Lesson concept; Lessonplan; Unterrichtsentwurf; Beobachtung; Lehrerverhalten; Interviewing; Interviewtechnik; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerrolle; Role conception; Rollenverständnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01