Co-Teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?

Autor/inn/en	Haag, Kirstin; Pickett, Sarah B.; Trujillo, Gloriana; Andrews, Tessa C.
Titel	Co-Teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?
Quelle	In: CBE - Life Sciences Education, 22 (2023) 1, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Team Teaching; Undergraduate Study; STEM Education; Evidence Based Practice; College Faculty; Educational Change; Teacher Collaboration; Reflective Teaching; Knowledge Level; Teacher Attitudes; Attitude Change; Interaction; Expertise; Repetition; Student Evaluation of Teacher Performance + Suchen Sie Ihr Suchwort? Teamteaching; Grundstudium; STEM; Fakultät; Bildungsreform; Lehrerkooperation; Wissensbasis; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Interaktion; Expert appraisal; Wiederholung
Abstract	Could co-teaching be a mechanism to support the adoption of evidence-based teaching strategies? Co-teaching has been proposed as a lever for fostering pedagogical change and has key attributes of a successful change strategy, but does research indicate co-teaching effectively shifts instructional practices? Based on our review of the emerging evidence, we wrote this essay for multiple audiences, including science, technology, engineering, and mathematics (STEM) instructors, education development professionals, leaders who oversee teaching, and researchers. We define co-teaching in the context of STEM higher education and summarize what is known about the pedagogical changes that co-teaching could support and the potential mechanisms behind these changes. We share recommendations based on the available evidence for those who need productive ideas right now. We also lay out a variety of future directions for research about co-teaching as a lever for pedagogical change. Achieving widespread and impactful pedagogical change is a monumental undertaking facing STEM higher education, and multiple approaches will be needed to meet this challenge. Co-teaching has potential to shift ways of thinking and pedagogical practices among undergraduate STEM faculty, but how co-teaching is enacted is likely crucial to its impact, as is the context in which it occurs. (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: https://www.lifescied.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01