The Interplay of Postsecondary Science Educators' Problems of Practice and Competencies: Informing Better Intervention Designs

Autor/inn/en	Bouwma-Gearhart, Jana; Lenz, Adam; Ivanovitch, John
Titel	The Interplay of Postsecondary Science Educators' Problems of Practice and Competencies: Informing Better Intervention Designs
Quelle	In: Journal of Biological Education, 53 (2019) 4, S.365-377 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2018.1472130
Schlagwörter	Foreign Countries; Educational Improvement; Teaching Methods; Science Teachers; College Science; Science Instruction; Intervention; Teacher Attitudes; Biology; Undergraduate Study; Research Universities; Postsecondary Education; STEM Education; College Faculty; Undergraduate Students; Comprehension; Problems; United States; Canada + Suchen Sie Ihr Suchwort? Ausland; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Biologie; Grundstudium; Forschungseinrichtung; Post-secondary education; Tertiäre Bildung; STEM; Fakultät; Verstehen; Verständnis; Problemsituation; USA; Kanada
Abstract	Research has focused on identifying and overcoming determinants that impede widespread adoption of instructional interventions, with little empirical examination of postsecondary educators' perceptions about these interventions. We explored postsecondary biology educators' sensemaking of education improvement interventions targeting undergraduate level teaching practices at three research universities in North America. We report that educators' sensemaking regarding interventions is situated at the intersection of their felt "problems of practice" and "professional competencies," or what collectively might be labeled postsecondary biology educators' "focal practices," that we explore in turn. These include findings not previously identified in the literature of the choices faculty make concerning interventions they select to engage with and practice revisions they engage in. Towards encouraging more educators perceiving interventions as affordances for teaching improvement, we propose that designers of future education improvement interventions keep in mind the interplay of such perceived contextual and competency-based affordances when designing intervention features. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01