A Longitudinal Case Study Assessing Experiences Contributing to Interest in Teaching and the Teaching Beliefs of Future Geoscience Faculty

Autor/inn/en	Chapman, LeeAnna Young; McConnell, David A.
Titel	A Longitudinal Case Study Assessing Experiences Contributing to Interest in Teaching and the Teaching Beliefs of Future Geoscience Faculty
Quelle	In: Journal of Geoscience Education, 70 (2022) 4, S.424-436 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chapman, LeeAnna Young) ORCID (McConnell, David A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2021.1940467
Schlagwörter	Graduate Students; Postdoctoral Education; Student Attitudes; Beliefs; Attitude Change; Earth Science; Geology; Mentors; Career Choice; Teaching (Occupation); Professional Development; Student Teaching; Science Instruction; College Faculty; Teacher Attitudes; Influences + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Belief; Glaube; Attitudinal change; Einstellungsänderung; Earth sciences; Geowissenschaften; Historische Geologie; Teaching; Lehrberuf; Teaching practice; Unterrichtspraxis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Lehrerverhalten; Influence; Einfluss; Einflussfaktor
Abstract	A future instructor's teaching beliefs contribute to whether they will use research-validated teaching strategies. We surveyed and interviewed potential future geoscience faculty as represented by graduate students and post-doctoral scholars to characterize their teaching beliefs, evaluate changes in those beliefs over time, and identify experiences that fostered interest in teaching. This study employed a longitudinal mixed-methods experimental design that began with surveys of more than 600 geoscience graduate students and post-doctoral scholars, continued with interviews of sixty of these participants, and concluded with detailed case studies of ten individuals. Case study interview results indicate that professional development has the largest impact on teaching beliefs. Mentors were also influential but may have had either positive or negative effects on the development of reformed beliefs. Participants' desire to seek a career involving teaching was motivated by their experience as a student, external encouragement, and the potential to have an impact on future students. Our findings indicate that participation in long-term effective professional development, having a relationship with a mentor that views teaching positively, and having opportunities to teach as a PhD student or post-doc contribute to the development of reformed teaching beliefs and foster an interest in teaching as a career. (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	2024/1/01