Paired Teaching: A Professional Development Model for Adopting Evidence-Based Practices

Autor/inn/en	Holland, Tara; Sherman, Sarah Bean; Harris, Sara
Titel	Paired Teaching: A Professional Development Model for Adopting Evidence-Based Practices
Quelle	In: College Teaching, 66 (2018) 3, S.148-157 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2018.1463505
Schlagwörter	Team Teaching; Faculty Development; Evidence Based Practice; College Faculty; Student Centered Learning; Beginning Teachers; College Science; Active Learning; Expertise; Specialists; Experienced Teachers; Attitude Change; Outcomes of Education; Educational Strategies; STEM Education; Peer Teaching; Lecture Method; Cooperative Learning + Suchen Sie Ihr Suchwort? Teamteaching; Fakultät; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Junior teacher; Junglehrer; Aktives Lernen; Expert appraisal; Attitudinal change; Einstellungsänderung; Lernleistung; Schulerfolg; Lehrstrategie; STEM; Peer group teaching; Peer Group Teaching; Kooperatives Lernen
Abstract	How can we best support instructors to learn, practice, and retain student-centered, active-learning teaching strategies in their undergraduate courses? While approaches like professional development workshops may inspire some, permanent adoption of new pedagogy is rare. Here, we investigate "paired teaching" to achieve adoption and continued use of evidence-based practices. In this model, an instructor with little or no experience in student-centered teaching is paired with an experienced instructor in a semester-long course that has established student-centered pedagogy. This study evaluates information from eight pairs of instructors over a three-year period. Data was collected before, during, and after the paired teaching semester through interviews, written reflections, and teaching observations. Results indicate that paired teaching is beneficial as a professional development model for new instructors who have little teaching experience. The teaching practice of these instructors evolved to be increasingly student-centered, and they continued to use this pedagogy in subsequent classes. More established instructors who were less familiar with active learning showed lower tendencies to incorporate new pedagogies into their existing classes. We suggest best practices to maximize benefits and mitigate challenges associated with paired teaching. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01