Characterization of physics and astronomy assistant professors’ reflections on their teaching: can they promote engagement in instructional change?

Characterization of physics and astronomy assistant professors’ reflections on their teaching: can they promote engagement in instructional change?

Abstract The development of reflective practitioners is one of four dominant change strategies in the Science, Technology, Engineering, and Mathematics (STEM) higher education literature. However, little research concerns the characterization of faculty’s reflections. Before professional development...

Szczegółowa specyfikacja

Opis bibliograficzny
Główni autorzy: Haleigh Machost, Emily A. Kable, Jherian K. Mitchell-Jones, Brandon J. Yik, Marilyne Stains
Format: Artykuł
Język:English
Wydane: SpringerOpen 2024-04-01
Seria:Disciplinary and Interdisciplinary Science Education Research
Hasła przedmiotowe:
Reflection
Reflective practice
STEM instructors
Physics instructors
Astronomy instructors
Pedagogical training
Dostęp online:https://doi.org/10.1186/s43031-024-00105-9

Internet

https://doi.org/10.1186/s43031-024-00105-9

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