Mapping Beliefs about Teaching to Patterns of Instruction within Science, Technology, Engineering, and Mathematics

Autor/inn/en	Allendoerfer, Cheryl; Wilson, Denise; Kim, Mee Joo; Burpee, Elizabeth
Titel	Mapping Beliefs about Teaching to Patterns of Instruction within Science, Technology, Engineering, and Mathematics
Quelle	In: Teaching in Higher Education, 19 (2014) 7, S.758-771 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2014.901962
Schlagwörter	Teaching Models; Higher Education; Student Centered Curriculum; STEM Education; Educational Environment; Faculty; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Lehrmodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; STEM; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Academic Staff; Lehrkörper; Qualitative Forschung
Abstract	In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-, community-, and assessment-centered learning environments; we use qualitative interview data to explore how faculty's reported beliefs about teaching are associated with their consideration of these four types of environments. Findings indicated that although a range of beliefs about teaching emerged, most were firmly located in knowledge-centered learning environments, with little or no focus on the remaining three learning environments. Furthermore, even patterns of instruction that were heavily student-centered were situated within a knowledge-centered learning framework. We argue that for student-centered instruction to be truly successful, faculty must consider all four learning environments in crafting and facilitating the classroom environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10