Exploring Two-Year College Biology Instructors' Preferences around Teaching Strategies and Professional Development

Autor/inn/en	Wise, Sarah B.; Archie, Tim; Laursen, Sandra
Titel	Exploring Two-Year College Biology Instructors' Preferences around Teaching Strategies and Professional Development
Quelle	In: CBE - Life Sciences Education, 21 (2022) 2, Artikel 39 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Faculty; Community Colleges; Teacher Attitudes; Teaching Methods; Faculty Development; Biology; Evidence Based Practice; Teaching Styles; Student Centered Learning + Suchen Sie Ihr Suchwort? Fakultät; Community college; Community College; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Lehrstil; Unterrichtsstil; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Nearly half of all college students and the majority of college students of color begin their studies at 2-year colleges. The educational quality that these students experience will affect future success, but little research to date has focused on the professional development (PD) of their instructors. We offer an exploratory study on PD needs and preferences of ten 2-year college biology instructors who have experience with evidence-based instructional practices. Using a literature review and interview data, we address four research questions. We contextualize the interview results by describing interviewee teaching styles and their teaching and inclusion strategies, drawing on categorizations from education research literatures in and beyond biology. We then summarize interviewee experiences, preferences, and recommendations for PD. Most interviewees preferred PD that could be readily applied to their courses and included follow-up community support. While our purposive sample is limited, we note high levels of interest in PD supporting inclusive pedagogy and non-biology learning goals, such as study skills, metacognition, and quantitative skills. We describe implications for inclusive design of biology instructor PD. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01