在《癌症生物学》课程中,教学团队的反馈对教师教学实践的影响。

IF 1.2 4区 教育学 Q4 BIOCHEMISTRY & MOLECULAR BIOLOGY
Patricia Moreira, Lisa Rezende, Ashton Goodell, Paul Blowers, Lisa Elfring, Vicente Talanquer
{"title":"在《癌症生物学》课程中,教学团队的反馈对教师教学实践的影响。","authors":"Patricia Moreira, Lisa Rezende, Ashton Goodell, Paul Blowers, Lisa Elfring, Vicente Talanquer","doi":"10.1002/bmb.21850","DOIUrl":null,"url":null,"abstract":"<p><p>The effective implementation of evidence-based teaching (EBT) in large college courses benefits from the successful use of instructional teams. An instructional team's feedback allows instructors to act based on evidence of student learning, addressing students' needs. This feedback may be particularly important for novice instructors or experienced instructors teaching a class for the first time. This study sought to characterize the nature of an instructional team's feedback as well as its influence on the decisions and actions of a seasoned instructor teaching a new class. Instructional team members provided feedback in the form of anticipations, noticings, and suggestions. Anticipations and suggestions seemed to have the largest impact on the instructor's decisions and actions, while noticings, despite providing insights into student thinking, had a smaller effect. Our findings indicate that an instructional team can provide valuable feedback to instructors when team members have an opportunity to meaningfully participate in the planning and teaching processes.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Impact of an instructional team's feedback on an instructor's teaching practices in a Biology of Cancer course.\",\"authors\":\"Patricia Moreira, Lisa Rezende, Ashton Goodell, Paul Blowers, Lisa Elfring, Vicente Talanquer\",\"doi\":\"10.1002/bmb.21850\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The effective implementation of evidence-based teaching (EBT) in large college courses benefits from the successful use of instructional teams. An instructional team's feedback allows instructors to act based on evidence of student learning, addressing students' needs. This feedback may be particularly important for novice instructors or experienced instructors teaching a class for the first time. This study sought to characterize the nature of an instructional team's feedback as well as its influence on the decisions and actions of a seasoned instructor teaching a new class. Instructional team members provided feedback in the form of anticipations, noticings, and suggestions. Anticipations and suggestions seemed to have the largest impact on the instructor's decisions and actions, while noticings, despite providing insights into student thinking, had a smaller effect. Our findings indicate that an instructional team can provide valuable feedback to instructors when team members have an opportunity to meaningfully participate in the planning and teaching processes.</p>\",\"PeriodicalId\":8830,\"journal\":{\"name\":\"Biochemistry and Molecular Biology Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2024-07-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Biochemistry and Molecular Biology Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1002/bmb.21850\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"BIOCHEMISTRY & MOLECULAR BIOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Biochemistry and Molecular Biology Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1002/bmb.21850","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"BIOCHEMISTRY & MOLECULAR BIOLOGY","Score":null,"Total":0}
引用次数: 0

摘要

在大学大型课程中有效实施循证教学(EBT)得益于教学团队的成功运用。教学团队的反馈可以让教师根据学生学习的证据采取行动,满足学生的需求。这种反馈对于首次授课的新手教师或经验丰富的教师尤为重要。本研究试图描述教学团队反馈的性质,以及其对教授新课的资深教师的决策和行动的影响。教学团队成员以预期、注意和建议的形式提供反馈。预期和建议似乎对教员的决策和行动产生了最大的影响,而 "注意 "尽管提供了对学生思维的洞察,但影响较小。我们的研究结果表明,当团队成员有机会有意义地参与计划和教学过程时,教学团队可以为教师提供有价值的反馈。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Impact of an instructional team's feedback on an instructor's teaching practices in a Biology of Cancer course.

The effective implementation of evidence-based teaching (EBT) in large college courses benefits from the successful use of instructional teams. An instructional team's feedback allows instructors to act based on evidence of student learning, addressing students' needs. This feedback may be particularly important for novice instructors or experienced instructors teaching a class for the first time. This study sought to characterize the nature of an instructional team's feedback as well as its influence on the decisions and actions of a seasoned instructor teaching a new class. Instructional team members provided feedback in the form of anticipations, noticings, and suggestions. Anticipations and suggestions seemed to have the largest impact on the instructor's decisions and actions, while noticings, despite providing insights into student thinking, had a smaller effect. Our findings indicate that an instructional team can provide valuable feedback to instructors when team members have an opportunity to meaningfully participate in the planning and teaching processes.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Biochemistry and Molecular Biology Education
Biochemistry and Molecular Biology Education 生物-生化与分子生物学
CiteScore
2.60
自引率
14.30%
发文量
99
审稿时长
6-12 weeks
期刊介绍: The aim of BAMBED is to enhance teacher preparation and student learning in Biochemistry, Molecular Biology, and related sciences such as Biophysics and Cell Biology, by promoting the world-wide dissemination of educational materials. BAMBED seeks and communicates articles on many topics, including: Innovative techniques in teaching and learning. New pedagogical approaches. Research in biochemistry and molecular biology education. Reviews on emerging areas of Biochemistry and Molecular Biology to provide background for the preparation of lectures, seminars, student presentations, dissertations, etc. Historical Reviews describing "Paths to Discovery". Novel and proven laboratory experiments that have both skill-building and discovery-based characteristics. Reviews of relevant textbooks, software, and websites. Descriptions of software for educational use. Descriptions of multimedia materials such as tutorials on various aspects of biochemistry and molecular biology.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信