Context interactions and physics faculty’s professional development: Case study

El-Adawy, Shams; Huỳnh, Trà; Kustusch, Mary Bridget; Sayre, Eleanor C.

doi:10.1103/physrevphyseducres.18.020104

Cited by 3 publications

(1 citation statement)

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“…As explained above, we attempt to understand rather than to generalize the essence of physics teachers' experiences during investigations of their judgments and limitations. To support our argument, we may consult theoretical reviews from the literature [51][52][53], as well as the best practices of phenomenological study from previous works published in high-impact journals within the physics education research (PER) community [54][55][56][57] or within the educational sciences in general.…”

Section: Participantsmentioning

confidence: 99%

Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology

2022

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There is a national shift in the new Indonesian curriculum towards employing differentiated learning approaches in addressing the diversity of students’ needs and abilities. A teachers’ judgment evidently corresponds to the duty required of physics teachers to monitor their students at an individual level. Within the context of Indonesian physics education research (PER), empirical study addressing this subject is still lacking. To fill this gap, eight Indonesian physics teachers’ experiences and limitations about their judgments within differentiated learning environments have been investigated through phenomenological study. Physics teachers were voluntarily recruited after they declared their endorsement and personal consent to participate in the study. Our participants were distributed over several teaching experiences, geographic regions, and information and communication technology (ICT) experiences. The latter experience might be taken into account since, through this study, upcoming developmental research will be projected on engaging recent technological approaches to address the limitations of teachers’ judgments. Online semi-structured interviews (~50 min) were conducted by the first author to all physics teachers involved. Other authors contributed in reviewing the interview protocol and training the first author’s pilot interview. The model of teachers’ thought and action, from Clark and Peterson, was implemented to uncover physics teachers’ experiences and limitations in making judgments within a diverse group of students. The findings revealed that physics teachers have conceded that they should dynamically adapt the learning process in order to meet heterogeneous students’ performances. Personal observation has mainly informed teachers in identifying students’ differences. After students have been identified, the teachers creatively designed learning transformations to accommodate the wide spectrum of students’ abilities. Nevertheless, several limitations were discovered as being encountered by physics teachers, particularly in terms of judgments’ equity and accuracy, as well as the teachers’ workloads. To overcome this, the teachers indicated various and supportive attitudes about technological implementations that would assist their judgments. Ideas for technological development were provided to address identified obstacles during the teachers’ judgments.

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Section: Participantsmentioning

confidence: 99%

Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology

2022

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Research on the Development of Faculty, Graduate Teaching Assistants, and Undergraduate Learning Assistants

Otero

Alicea-Muñoz

2023

The International Handbook of Physics Education Research: Teaching Physics

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This chapter explores the literature that investigates how physics instructors are supported when building learning environments that capitalize on research-based instructional strategies. The research demonstrates the value of real-time, context-specific, faculty development models that explicitly build on their knowledge and experience. Similarly, the research on Graduate Teaching Assistants highlights the value of their training being situated in teaching practice and the value of Graduate Teaching Assistants feeling like a part of the instructional team, in partnership with faculty members who lead a course. The Learning Assistant model is presented in this chapter as a real-time, context-specific solution to faculty development, where Learning Assistants, Graduate Teaching Assistants, and faculty members serve on an instructional team that is supported by LA program staff in their mission to improve their instruction and increase student voice in the classroom.

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Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

Vindigni

2023

ejtas

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This study addresses concerns that traditional, lecture-based teaching methods may not sufficiently develop the integrated competencies demanded by modern professional practice. A disconnect exists between conventional pedagogy and desired learning outcomes, prompting increased interest in innovative, student-centered instructional models tailored to competence growth. Despite this, nuanced differences in competence development across diverse university curricula remain underexplored, with research predominantly relying on students’ self-assessments. To address these gaps, this study employs longitudinal mixed-methods approaches with regard to theory triangulation and investigator triangulation to better understand how professional knowledge, skills, and dispositions evolve across varied curricula and contexts. This research emphasizes adaptive and re-adaptive teaching approaches incorporating technology, individualization, and experiential learning, which may uniquely integrate skill development with contextual conceptual learning. Specific attention is paid to professional education paths like design, media, and communications degrees, where contemporary competence models stress capabilities beyond core conceptual knowledge. Results from this study aim to guide reform efforts to optimize professional competence development across diverse academic areas.

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Context interactions and physics faculty’s professional development: Case study

Cited by 3 publications

References 28 publications

Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology

Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology

Research on the Development of Faculty, Graduate Teaching Assistants, and Undergraduate Learning Assistants

Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

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