|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|372590||622127||2015||7 صفحه PDF||سفارش دهید||دانلود رایگان|
• We present a typology of questions raised by faculty teaching in reformed contexts.
• Faculty questions vary according to stage of reform implementation.
• Findings show how professional development can be aligned with these questions.
Many of the innovations that show promise for improving outcomes for underprepared community college students require instructors to make changes to their teaching practice. Little research explores the experiences of faculty teaching in reformed courses as related to their professional learning needs. Drawing on a multi-year qualitative study, this paper uses data from 100 faculty interviews to explore the questions they ask when teaching a new course. A key outcome of the analysis is a typology of questions that mirrors the stage of implementation. Through analysis of 20 observations of implementation activities, this paper also documents the learning opportunities made available to instructors and examines the extent to which these activities addressed their questions.
Journal: Studies in Educational Evaluation - Volume 46, September 2015, Pages 74–80