From the Front Lines of Active Learning: Lessons Learned from Those Who Are Trying

Autor/inn/en	Marzocchi, Alison S.; Soto, Roberto C.
Titel	From the Front Lines of Active Learning: Lessons Learned from Those Who Are Trying
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 9 (2023) 2, S.524-555 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marzocchi, Alison S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-022-00176-x
Schlagwörter	Active Learning; Teaching Methods; Mathematics Teachers; Mathematics Instruction; College Faculty; Classification; Barriers; Lecture Method; Educational Benefits; Departments; Teacher Attitudes; Self Esteem; Skill Development; Self Efficacy; Faculty Development + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Fakultät; Classification system; Klassifikation; Klassifikationssystem; Bildungsertrag; Department; Abteilung; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Self-efficacy; Selbstwirksamkeit
Abstract	Active learning is becoming more widely accepted in mathematics as a superior teaching method for student learning and, as a result, faculty are increasingly convinced of the benefits. Our study was designed to close a research gap by determining how to support mathematics faculty in transforming their instruction to active learning. We investigated actual challenges of faculty during the transition to more active pedagogy, then researched and tested solutions to reported challenges. To do so, we executed a participant observation study of six diverse faculty members from a mathematics department and followed typological analysis techniques of focus group and interview transcripts. Participants' challenges include overcoming a dominant culture of teaching through lecture in the mathematics community, combatting a tendency to default to lecture, and acquiring specific skills and confidence to implement active learning. We suggest that specific characteristics of a robust department-wide professional development program could provide solutions to many challenges faced by faculty. This paper reports on the challenges for faculty, alongside proposed solutions through purposefully defined faculty professional development. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01