PERC 2019 Abstract Detail Page
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| Abstract Title: | An asset-based view of faculty and their ideas about teaching |
|---|---|
| Abstract: | Much work in PER focuses on getting faculty to implement specific teaching methods, with success measured by how faithfully faculty implement the methods. This perspective has the potential to push the field towards a deficit model of faculty by assuming that lack of fidelity means faculty are teaching incorrectly. We instead advocate identifying productive ideas that faculty have about student learning, and using a theory of motivation to understand how faculty develop those ideas. Here we offer a case study of Prof. X, examining his ideas and their development through the framework of teaching principles in How Learning Works and framework of psychological needs in Self-Determination Theory. We argue that Prof. X has great ideas about teaching that a fidelity-first perspective would miss. This matters for how we as a field connect professional development to faculty and, moreover, how we view the faculty we aim to support. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B79 |
Author/Organizer Information | |
| Primary Contact: |
Linda E. Strubbe Kansas State University |
| Co-Author(s) and Co-Presenter(s) |
Adrian M. Madsen, American Association of Physics Teachers Eleanor C. Sayre, Kansas State University Sarah B. McKagan, American Association of Physics Teachers |
