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Apprenticeship of observation: Implications for the adoption of evidence-based instructional practices

机译：观察学徒制：对采用循证教学实践的启示

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摘要

This work explores the relationship between faculty descriptions of how they currently teach and how they were taught in similar courses during their undergraduate experience in order to understand how faculty choose to adopt evidence-based instructional practices in light of signature pedagogies in engineering education. Twenty-one one-on-one structured interviews were conducted with faculty members in a College of Engineering who teach courses in the first two years of the engineering curriculum. Interviews were analyzed using thematic and axial coding approaches to understand faculty's educational experiences as a student and how this relates to how they currently teach. Findings indicate that the current inclusion of evidence-based practices in undergraduate engineering courses positively relates to the adoption and persistence of usage by engineering educators. By this we can begin to understand the gestalt shifts that lead faculty away from signature pedagogies and towards more progressive and research-based approaches.
机译：这项工作探索了教师对他们目前的教学方式的描述以及他们在本科期间经历的类似课程的教学方式之间的关系，以便了解教师如何根据工程教育中的签名教学法选择采用循证教学方法。与工程学院的教职员工进行了21对一对一的结构化访谈，他们在工程课程的头两年教授课程。使用主题和轴向编码方法对访谈进行了分析，以了解教师作为学生的教育经历以及这与他们当前的教学方式有何关系。研究结果表明，目前在工程学本科课程中包括循证实践，与工程教育工作者的采用和持续使用有着积极的关系。通过这种方式，我们可以开始理解导致教师从标志性教学法转向更进步和基于研究的方法的格式塔转变。

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