Breaking the cycle: future faculty begin teaching with learner-centered strategies after professional development.

ABSTRACT: The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development "best practices" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video rec

SUBMITTER: Ebert-May D 

PROVIDER: S-EPMC4477738 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature