Development of PCK for novice and experienced university physics instructors: a case study

The current study assessed and compared university students' perceptions' of a novice and an experienced physics instructor's Pedagogical Content Knowledge (PCK). Two college physics instructors and 116 students voluntarily participated in this study. The research model comprised three workshops, mid-term and final evaluations and instructor interviews. The results showed that each instructor's PCK performance in four categories was slightly improved, though the difference was not statistically significant and only the category of Instructional Representation and Strategies (IRS) was found to be statistically different by students' evaluations of their instructor's PCK. The experienced instructor emphasized life examples and experiments, whereas, the novice instructor emphasized explanations and quizzes. Furthermore, the PCK questionnaire provided university instructors with adequate information so the instructors could receive students' feedback as available sources to reflect on their teaching to improve their quality of teaching. Research implications of this study are provided along with suggestions for future research.     

How can academics stay in control?

As universities transform into enterprises, academics are facing new challenges, especially in their teaching. This is because of the demands for student‐centred programmes that offer more flexibility, the use of Course Management Systems such as Blackboard, and the expectation that instructors will perform (more) efficiently and effectively. In this research, the focus is on teaching‐related activities to support instructors to stay in control, given these increasing pressures. A Personal Performance Model that shows key aspects of academics’ performance relating to teaching tasks was developed. A series of studies relating to gaps between expected and actual performance was carried out using the Human Performance Technology methodology. As an intervention based on these gaps, a Personal Performance Support Tool was developed to support instructors with their time and task management in relation to teaching, as well as to develop an elaborated insight on how to support instructors as they respond to changing expectations for their teaching performance. Key steps to guide universities in implementing such a support tool have been identified as a result of the research.     

From Corrector to Collaborator: The Range of Instructor Roles in Writing‐Based Natural and Applied Science Classes

This study of writing‐intensive (WI) undergraduate natural and applied science courses examined the relationships among instructors' course goals, instructional activities, and students' assessment of their learning of content and writing. Using multiple sources of data, investigators found that instructors held common goals but varied greatly in their instructional activities. Findings suggest that science instructors can be described along a continuum anchored by instructor as corrector on one end and instructor as collaborator on the other. Instructors who were the sole audience for a single writing assignment were correctors. Collaborators varied writing tasks, encouraged collaboration, and emphasized professional contexts for writing; they generally received highest student satisfaction ratings. Peer editing assignments that simulated critical, anonymous journal reviews affected female and male students differently. The findings support the National Academy of Science's teaching standards and assumptions concerning the crucial roles of instructors in socializing students into science communities. We discuss instructional strategies that may be more inclusive to traditionally underrepresented groups such as females and minorities. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 3–25, 2000     

Maternal interaction,private speech,and task performance in preschool children

This study examined the correspondence between ontogenetic and microgenetic change in private speech, the association of private speech with task performance, and the relationship of maternal interaction during a teaching session to preschoolers' verbal self-regulation and success in independent problem solving. Thirty 4- and 5-year-olds were observed while their mothers assisted them in solving two challenging tasks. In three subsequent sessions, children's private speech and performance were tracked as they worked on tasks requiring skills similar to those taught in the mother-child session. Correspondences between age- and session-related trends in private speech and task performance appeared that are consistent with Vygotsky's assumption that private speech undergoes progressive internalization with increasing cognitive competence. Contrary to Vygotskian assumptions, utterances accompanying action were not replaced by those preceding action (planning statements) with advancing age and task mastery. Private speech predicted gain in task performance more effectively than concurrent performance. A global index of authoritative parenting was a better predictor of private speech and task performance than were microanalytic measures of scaffolding, suggesting that microanalytic indices may miss critical features of maternal teaching behavior that promote transfer of cognitive strategies from adult to child.     

基于教师资格的美国成人教育教师专业化实践探析

在成人教育专业化发展趋势下,美国将成人教育教师资格作为促进教师有效教学、提高成人教育绩效的手段。本文分析了美国联邦教育部的指导性文件《成人教育教师资格及绩效指示》及其实施情况,对美国成人教育教师资格的指导理念、内涵特征、实施环境、使用途径及其意义和作用进行了评析。     

Preparing Our Teachers for Distance Education

Abstract. Much of the focus in the distance education (DE) literature centers around the learner and learning, almost to the exclusion of the teacher and teaching. Consequently, instructors of DE courses have been left suspended in virtual space. This article focuses on the teachers' position in the DE course content, especially with respect to the type of training they receive. An example of an alternate mode of teacher preparation is presented and suggestions for improvement in DE teacher training are discussed.     

Student evaluation using lists of descriptive statements

The development of an evaluation system is discussed that uses a list of statements describing particular aspects of the student's work in a course. The instructor marks those statements which are applicable to the student's performance. The statement lists are read by an optical scanner and stored in a computer. When required, the computer produces a listing of the statements chosen. The system is intended to be more precise than letter grades, to be easier to handle (for both instructor and registrar) than evaluative paragraphs, and to guide the instructor in making an evaluation. The system has been implemented on an experimental basis for two years, and reactions have been obtained from students, faculty, and graduate and professional school admission officers.     

Predicting student ratings: the relationship between actual student ratings and instructors’ predictions

This study examined the relationship between student ratings and instructors’ predictions of these ratings, taking into account other instructor, student, and course characteristics. Participants in the study were 198 instructors in the School of Education at a major teacher training college in Israel. Data corresponding to one randomly selected course per instructor were collected using student and instructor questionnaires and college records. Results indicate a systematic positive relationship between instructors’ predictions and actual student ratings with respect to overall ratings and the ratings of three dimensions of teaching. Results also demonstrate a systematic trend whereby low‐rated instructors tend to overestimate their student ratings, high‐rated instructors underestimated ratings, and moderately rated instructors gave accurate predictions. Results have implications for using predictions to motivate teaching improvement.     

Impacts of instructor and student loci of commitment on biology learning for prospective elementary school teachers

This study explored the dynamic in the loci of commitment of several participants in a university-level biology course developed for elementary school teachers. The analysis concentrated on two instructors with almost opposing loci of commitment. Through both instructors were committed to teaching, one showed commitment to the subject matter (accuracy, quantity, depth) while the other was more concerned with having the students get involved in the topic development. When the instructor focused on the coverage of content, the students and the instructor felt disappointment— each ending the unit expressing reciprocal discontent with the outcome of the unit. This situation eventually proved detrimental to the students' learning and application of biology. Situations where the instructor proved to be more student-oriented resulted in students making sense of relevant ideas, understanding concepts, and incorporating those ideas and concepts into their knowledge web and teaching practice.     

Beauty Premiums Among Academics

This paper examines the effects of instructors’ attractiveness on student evaluations of their teaching. We build on previous studies by holding both observed and unobserved characteristics of the instructor and classes constant. Our identification strategy exploits the fact that many instructors, in addition to traditional teaching in the classroom, also teach in the online environment, where attractiveness is either unknown or less salient. We utilize multiple attractiveness measures, including facial symmetry software, subjective evaluations, and a novel, proxy methodology that resembles a “Keynesian Beauty Contest.” We identify a substantial beauty premium in face-to-face classes for women but not for men. While gender on its own does not impact teaching evaluation scores, female instructors rated as more attractive receive higher instructional ratings. This result holds across several beauty measures, given a multitude of controls and while controlling for unobserved instructor characteristics and skills. Notably, the positive relationship between beauty and teaching effectiveness is not found in the online environment, suggesting the observed premium may be due to discrimination.     

IBSTPI教师能力标准与我国中小学教师专业标准研究

IBSTPL教师能力标准,从专业基础、计划与准备、教学方法与策略、评估与评价、教学管理等5个方面具体描述了教师专业发展的能力。以国际视野来审视和借鉴该标准。同时立足于我国教师教育的实践,着重从教师职业道德与教师教学能力两个方面来建构我国中小学教师专业标准,并关注城乡教师专业标准的差异性。     

A STUDY OF JUNIOR AND COMMUNITY COLLEGE HISTORY INSTRUCTORS IN THE SOUTH

Instructors in community and junior colleges within the Southern Association of Colleges and Schools’ accrediting region were the focus of this study to determine characteristics and activities of those teaching history. A questionnaire was mailed to each history instructor in 88 of the 285 institutions in the region. A total of 230 instructors responded. After data were compiled and analyzed, it was determined that the typical history instructor in the region is a married, middle‐aged male who is Southern born and bred, and holds at least a master's degree in history. He has been in his present position for at least 10 years, coming to the present position from the high school ranks. The lecture method is used in teaching the 13‐to 15‐credit‐hour average load. Teaching is the primary activity of history instructors, with research and service not a part of usual expectations.     

远程教育从业人员的职业发展阶段和典型工作任务分析

高质量的远程教育,需要一支高质量的专业队伍。然而目前我国现代远程教育的从业人员,大多数都缺少对这个领域的了解,知识和方法准备不足,严重影响了远程教育教学过程的实施和质量的提升。因此,对从业人员进行专业或在职培训已经成为这个领域越来越迫切的问题。但是什么样的培训内容和方法能够满足远程教育从业人员的需求呢？首先需要对从业人员进行工作或职业资格分析,了解其角色和能力需求。基于工作分析的思路,运用典型工作任务分析和实践专家研讨会法对我国远程教育机构有经验的从业人员进行调查和访谈发现：我国远程教育从业人员主要包含课程设计人员、学生支持人员、教师、技术人员四类关键角色,其职业发展经历入职、独立工作、项目主管、部门主管四个典型阶段。远程教育机构可以通过通用的培训课程和针对不同关键角色的培训课程,在职业发展的不同阶段,选择有针对性、适时、合理的培训课程对从业人员进行培训。同时,远程教育机构还应当采用“任务驱动式”或“基于项目学习”的教学模式开展从业人员培训,将每一个典型工作任务转化为一门任务课程或项目课程,为学习者创建真实的任务情境,从而实现真正的能力培养而不是传统的知识灌输。     

Teaching philosophies guiding sexuality instruction in US colleges and universities

Teaching philosophies are central to the approach of pedagogical strategies but there has been little examination of discipline-specific teaching philosophies. This study addresses a significant gap in the literature by discussing the teaching philosophies of 122 instructors of sexuality courses. Sexuality education is unique compared to most disciplines due to the personal nature of the content, thus being more difficult for students and instructors to distance themselves from the course content. The teaching philosophies in this study conveyed two overarching approaches to sexuality instruction: the instructor’s perspective of the course and the approach of the sexuality instruction. Although teaching philosophies typically inform one’s practice of teaching and course content, this study proposes that sexuality education is intrinsically different than other areas of instruction despite the interdisciplinary backgrounds of college instructors.     

Firefighter training in Sweden: from face-to-face learning in training grounds to distance learning – a challenge for exercise instructors?

When distance learning supported by digital technologies was introduced in firefighter training in Sweden some years ago, training exercise instructors accustomed to face-to-face teaching in the field had to adapt their professional roles to an electronic landscape with a number of new opportunities and constraints. Based on activity theory and comparisons between campus and distance mode, this study was aimed at increasing the understanding of how the training exercise instructor role is affected by the shift towards technology-enhanced distance learning. An analysis of interviews with instructors and students, and observations of response exercises, show that contradictions are emerging in the distance mode between instructors’ motives, their technology tools and the object of the training they provide, and also between the two types of training, that is, the campus and the distance modes. Structural tensions and personal motives contribute to changes in the division of labour with instructors tending to adopt a much more passive role in the distance mode compared to their more active role in the campus mode.     

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.     

Discrepancy between instructor and student evaluations of instruction: Effect on instructor

To find out whether a discrepancy between the instructor's and the student's evaluations of teaching influence teaching, 13 introductory and educational psychology instructors and their students were given a Student Opinion Questionnaire (SOQ) twice: on the fourth week of a fall term and eight weeks after feedback sessions with the instructors. The instructors received feedback on the direction and amount of initial discrepancy. The results showed that the unfavorable discrepant instructors (instructor rating better than students) changed more on skill, feedback, rapport, general teaching ability, and the overall value of the course than the favorably discrepant instructors (student ratings better than instructor). The unfavorably discrepant instructors improved their teaching significantly more than the favorably discrepant instructors.This article is based on portions of a dissertation submitted in partial fulfillment of the requirements for the Ph. D. degree at the University of Michigan. The author wishes to acknowledge the help given by Wilbert J. McKeachie and Alvin F. Zander and thank them for their suggestions. An earlier version of the paper was presented at the 81st Annual Convention of the American Psychological Association, Montreal, Que., August 1973.     

Seeing self as others see you: variability in self‐efficacy ratings in student teaching

The main objective of this study was to compare pre‐service English teachers' self‐efficacy beliefs with the instructors' views of the teaching competence of these pre‐service teachers. Thirty‐nine student teachers (13 males and 26 females) and five female instructors participated in the study. For data collection, student teacher and instructor versions of the same scale were used. The results of the research indicated that the student teachers' self‐efficacy judgments were higher than the instructors' judgments for the student teachers' teaching competence. Interviews with the instructors indicated that enactive experiences and verbal persuasion seem to be important factors which affect the personal efficacy beliefs of the prospective teachers in the current study.     

Academic support model for post-secondary school students with learning disabilities: student and instructor perceptions

ABSTRACT

While post-secondary school students with learning difficulties confront many challenges, there is little research on methods of support. In the current study, the ‘adapted course’ model was qualitatively examined from the perspective of both students and instructors. The main goal was to explore how students and instructors perceived the instruction in adapted courses. Five pre-service students with learning disabilities (LD) and/or attention-deficit hyperactivity disorder and three instructors were interviewed. Responses were analysed using subjective analysis, with central content categories identified based on student and instructor statements. Six main themes emerged: (1) small class size; (2) emotional support; (3) adjusted teaching methods; (4) independent practice exercises; (5) instruction by modelling; and (6) instructor characteristics. The current study can inform pedagogical principles on which a support model for post-secondary students with LD can be based. It provides analyses of the effectiveness of one support model and presents the perceptions of both faculty and students. Moreover, the study provides an opportunity to learn about potential components of effective teaching-learning, not only in the specific context of adapted courses, but in any supportive learning situation (e.g. tutoring) or course.     

Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena-based laboratory and how it impacts their conceptual development

Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities to learn or teach science within the student and instructor roles inherent within these approaches. This study uses a convergent parallel mixed-methods approach to investigate PSETs' perceptions of their laboratory instructor's role within a Physical Science phenomena-based laboratory curriculum and how it impacts their conceptual development (2 instructors/121 students). We also examine how the two laboratory instructors' discursive moves within the laboratory align with their's and PSETs' perceptions of the instructor role. Qualitative data includes triangulation between a student questionnaire, an instructor questionnaire, and video classroom observations, while quantitative data includes a nine-item open response pre-/post-semester conceptual test. Guided by Mortimer's and Scott's analytic framework, our findings show that students primarily perceive their instructors as a guide/facilitator or an authoritarian/evaluator. Using Linn's knowledge integration framework, analysis of pre-/post-tests indicates that student outcomes align with students' perceptions of their instructors, with students who perceive their instructor as a guide/facilitator having significantly better pre-/post-outcomes. Additional analysis of scientific discourse from the classroom observations illustrates how one instructor primarily supports PSETs' perspectives on authentic science learning through dialogic–interactive talk moves whereas the other instructor epistemologically stifles personally relevant investigations with authoritative–interactive or authoritative–noninteractive discourse moves. Overall, this study concludes by discussing challenges facing laboratory instructors that need careful consideration for phenomena-based approaches.