Beyond Teaching Methods: Highlighting Physics Faculty's Strengths and Agency

Autor/inn/en	Strubbe, Linda E.; Madsen, Adrian M.; McKagan, Sarah B.; Sayre, Eleanor C.
Titel	Beyond Teaching Methods: Highlighting Physics Faculty's Strengths and Agency
Quelle	In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 020105 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strubbe, Linda E.) ORCID (Madsen, Adrian M.) ORCID (McKagan, Sarah B.) ORCID (Sayre, Eleanor C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Teachers; College Faculty; Instructional Effectiveness; Self Determination; Evidence Based Practice; Professional Autonomy; Psychological Needs; Interpersonal Relationship; Educational Principles; Teaching Methods; Teacher Competencies + Suchen Sie Ihr Suchwort? Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fakultät; Unterrichtserfolg; Selbstbestimmung; Berufsfreiheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst
Abstract	Much work in physics education research (PER) characterizes faculty teaching practice in terms of whether faculty use specific named PER-based teaching methods, either with fidelity or with adaptation; we call this research paradigm the "teaching-method-centered paradigm." However, most faculty do not frame their teaching in terms of which particular named methods they use, but rather in terms of their own ideas and values, suggesting that the teaching-method-centered paradigm misses key features of faculty teaching. These key features include the productive ideas that faculty have about student learning and faculty agency around teaching. We present three case studies of faculty talking about their teaching, and analyze them in terms of two theoretical frameworks: a framework of teaching principles (How Learning Works) and a framework of faculty agency (self-determination theory). We show that these frameworks well characterize key features of faculty teaching practices and agency, and can be combined in a new paradigm for modeling faculty teaching which we call an "asset-based agentic paradigm." We therefore encourage physics education researchers to move beyond the teaching-method-centered paradigm and think about faculty teaching using an asset-based agentic paradigm. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01