Investigating the linkage between professional development and mathematics instructors' use of teaching practices using the theory of planned behavior.

ABSTRACT: Professional development has been identified as an effective way to increase college STEM instructors' use of research-based instructional strategies (RBIS) known to benefit student learning and persistence in STEM. Yet only a few studies relate professional development experiences to later teaching behaviors of higher education instructors. This study of 361 undergraduate mathematics instructors, all of whom participated in multi-day, discipline-based workshops on teaching held in 2010-2019, examined the relationship between such participation and later use of RBIS. We found that instructors' RBIS attitudes, knowledge, and skills strengthened after participating in professional development, and their self-reported use of RBIS became more frequent in the first year after the workshop. Appl

SUBMITTER: Archie T 

PROVIDER: S-EPMC9012349 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature