PERC 2015 Abstract Detail Page
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| Abstract Title: | Paired teaching for faculty professional development in teaching |
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| Abstract: | Paired (or co-)teaching, in which two faculty are collaboratively responsible for all aspects of teaching a course, has been suggested as a method for the dissemination of evidence-based teaching strategies [1]. We report on five paired teaching arrangements, all involving a new or non-PER (Physics Education Research) faculty (the "novice") being paired with a faculty member experienced in PER-based methods (the "expert"). Using a variety of data, including structured classroom observations and post-semester interviews with the instructors, we address two questions: 1. What factors make for effective paired teaching arrangements? 2. How do these factors affect faculty development as instructors (learning about teaching) in these arrangements? We find that faculty learn in a variety of areas, including content knowledge about teaching and learning, skills knowledge (teaching practices), and attitudes towards teaching and learning, and we identify factors that influence this development. [1] Henderson et al, Am J Phys 77: 274, 2009 |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Jared Stang University of British Columbia |
| Co-Author(s) and Co-Presenter(s) |
Linda Strubbe, University of British Columbia |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
