Insights from the Physics and Astronomy New Faculty Workshop: How do new physics faculty teach?

Chasteen, Stephanie V.; Chattergoon, Rajendra

doi:10.1103/physrevphyseducres.16.020164

Cited by 16 publications

(16 citation statements)

References 47 publications

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“…In fact, NFW has played an incredibly positive role for Sphinx who has discussed its benefits at length in our study. This is concurrent with recent assessment studies of NFW's positive impact on faculty [13]. However, to capture the growth in conception of Sphinx we would have needed to use an additional framework such as Henderson and Dancy's conception framework [4].…”

Section: Discussionmentioning

confidence: 90%

“…Note on terminology: The social, personal and professional development spheres of the Bell and Gilbert framework [1] fall into the bigger category of educational professional development, which encompasses more than just professional development programs. The literature more often than not uses interchangeably the idea of professional development to refer to specific interventions or to broader facets of professional development [13,23,24]. Although research has not clearly distinguished between these two ideas, we make a distinction between our use of these words to avoid confusion.…”

Section: Theorymentioning

confidence: 99%

“…This avenue of research on faculty development aims to broaden the community's awareness of how physics faculty are viewed and discussed. In particular, this relatively new research lens is based on the premise that faculty's career experiences make them best suited to choose the research-based resources that best fit their own classrooms [3,8,13,14].…”

Section: Introductionmentioning

confidence: 99%

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Case Study: Context Interactions & Physics Faculty's Professional Development

El-Adawy¹,

Huỳnh²,

Kustusch³

et al. 2021

Preprint

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This paper investigates the interactions between context and professional development of physics instructors in a case study of two physics faculty. A phenomenological-case study approach was used to analyze two physics faculty at different institutions over a year and a half using three semistructured interviews each. The data enabled the identification of relevant context elements; and the impact of these elements on physics faculty's professional development was explored by adapting Bell and Gilbert's framework for teacher development [1]. The analysis shows that both case study subjects used their physics expertise and growing understanding of their context to develop their physics teaching. However, this process of development was enacted differently given the nature of their context, highlighting instructors' strengths in navigating their local context to improve their physics teaching. The results show the subtleties of how context has a salient, complex, and evolving role in moderating faculty's professional development. By taking a faculty-centric approach, this paper broadens the community's awareness of the ways physics instructors develop their physics teaching. This work contributes to a relatively new lens by which the physics community views, discusses, and supports the professional development of physics faculty.

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Section: Discussionmentioning

confidence: 90%

Section: Theorymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Case Study: Context Interactions & Physics Faculty's Professional Development

El-Adawy¹,

Huỳnh²,

Kustusch³

et al. 2021

Preprint

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“…Professional development has been identified by experts as one of the most influential factors to increase instructor use of RBIS in undergraduate STEM [9][10][11]. But few studies have demonstrated associations between teaching-focused professional development (PD) and teaching behaviors of STEM college instructors in range of STEM disciplines including chemistry, physics, and biology [12][13][14][15][16]. This study further contributes to this literature by investigating the linkage between professional development and mathematics instructors' use of RBIS, in this case a particular approach known in mathematics as inquiry-based learning (IBL).…”

Section: Introductionmentioning

confidence: 99%

Investigating the linkage between professional development and mathematics instructors’ use of teaching practices using the theory of planned behavior

et al. 2022

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Professional development has been identified as an effective way to increase college STEM instructors’ use of research-based instructional strategies (RBIS) known to benefit student learning and persistence in STEM. Yet only a few studies relate professional development experiences to later teaching behaviors of higher education instructors. This study of 361 undergraduate mathematics instructors, all of whom participated in multi-day, discipline-based workshops on teaching held in 2010–2019, examined the relationship between such participation and later use of RBIS. We found that instructors’ RBIS attitudes, knowledge, and skills strengthened after participating in professional development, and their self-reported use of RBIS became more frequent in the first year after the workshop. Applying the Theory of Planned Behavior as a conceptual framework, we used a structural equation model to test whether this theory could explain the roles of workshop participation and other personal, professional and contextual factors in fostering RBIS use. Findings indicated that, along with workshop participation, prior RBIS experience, class size, and course coordination affected RBIS use. That is, both targeted professional development and elements of the local context for implementation were important in supporting instructors’ uptake of RBIS—but, remarkably, both immediate and longer-term outcomes of professional development did not depend on other individual or institutional characteristics. In this study, the large sample size, longitudinal measurement approach, and consistency of the form and quality of professional development make it possible to distinguish the importance of multiple possible influences on instructors’ uptake of RBIS. We discuss implications for professional development and for institutional structures that support instructors as they apply what they learned, and we offer suggestions for the use of theory in future research on this topic.

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“…Despite increased attention to the development of teaching observation protocols, their implementations are typically limited by practical constraints [4] (e.g., training and paying observers, logistical issues, etc.). Instead, it is common to rely on selfreport measures (e.g., surveys, interviews) to collect data on participants' teaching practices and their perceptions of the effectiveness of PD [9,10]. These efforts are critical for moving PD research forward.…”

Section: Introductionmentioning

confidence: 99%

Examining the efficacy of a professional development assessment tool

McInerny¹,

Kryjevskaia²,

Leontyev³

2021

2021 Physics Education Research Conference Proceedings

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Professional development is an effective way to diffuse evidence-based instructional practices and support their implementation. At the same time, assessing the impacts of professional development opportunities in physics education is still an emerging field. In this paper, we examine the efficacy of an assessment instrument based on the Theory of Planned Behavior, a theoretical framework originating from psychology. The theory has been used in other fields to understand and predict behaviors, but it has not been utilized in STEM Education research. The theory posits that participants' attitudes, norms, and perceived behavioral control beliefs toward a particular behavior (e.g., implementation of active learning) predict intentions which, in turn, determine and explain that behavior. Previous work presented empirical data that show that a link exists between intentions (as measured by the instrument) and adoption of active learning strategies (as measured by the COPUS observation protocol). In this paper, we focus on examining evidence for the validity and reliability of measurements produced by the instrument, which is necessary to provide further validity evidence to the empirical results of the prior study. We also discuss the retrospective pre-test methodology for data collection which helps minimize the effects of biases associated with self-reported data collected via traditional pre-post survey administrations. We used Arjoon, Xu, and Lewis's framework for validity and provide evidence for the reliability, internal structure, and temporal stability of our measures. We will also compare results from our instrument to those obtained using the Approaches to Teaching Inventory.

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Insights from the Physics and Astronomy New Faculty Workshop: How do new physics faculty teach?

Cited by 16 publications

References 47 publications

Case Study: Context Interactions & Physics Faculty's Professional Development

Case Study: Context Interactions & Physics Faculty's Professional Development

Investigating the linkage between professional development and mathematics instructors’ use of teaching practices using the theory of planned behavior

Examining the efficacy of a professional development assessment tool

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