Classroom Observations Indicate the Positive Impacts of Discipline-Based Professional Development

Autor:	M. Z. Bruckner, Rachel Teasdale, Cathryn A. Manduca, Rory R. McFadden, Dori Farthing, Katherine Ryker, Ellen Iverson, Karen Viskupic
Rok vydání:	2019
Předmět:	Medical education Professional development General Engineering Energy Engineering and Power Technology Transfer of learning Psychology Science education Odds
Zdroj:	Journal for STEM Education Research. 2:201-228
ISSN:	2520-8713 2520-8705
Popis:	We compared 236 geoscience instructors’ histories of professional development (PD) participation with classroom observations using the Reformed Teaching Observation Protocol (RTOP) that describe undergraduate classes as Student-Centered (score ≥ 50), Transitional (score 31–49) or Teacher-Centered (score ≤ 30). Instructors who attended PD (n = 111) have higher average RTOP scores (44.5 vs. 34.2) and are more frequently observed teaching Student-Centered classes (33% vs. 13%) than instructors with no PD (p
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::b3e98dad3f709c428b16e18aa938e121 https://doi.org/10.1007/s41979-019-00015-w Zobrazit plný text záznamu Full text from SpringerLink