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...

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Bibliographic Details
Main Authors: Haleigh Machost, Emily A. Kable, Jherian K. Mitchell-Jones, Brandon J. Yik, Marilyne Stains
Format: Article
Language:English
Published: SpringerOpen 2024-04-01
Series:Disciplinary and Interdisciplinary Science Education Research
Subjects:
Reflection
Reflective practice
STEM instructors
Physics instructors
Astronomy instructors
Pedagogical training
Online Access:https://doi.org/10.1186/s43031-024-00105-9

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