Proposal Title
Paired teaching for knowledge transfer of evidence-based teaching practices
Session Type
Poster
Room
P&A Atrium
Start Date
6-7-2017 5:50 PM
Keywords
paired teaching, evidence-based teaching, knowledge transfer, professional development, instructor learning
Primary Threads
Teaching and Learning Science
Abstract
Multiple courses in our Faculty of Science have been “transformed” to incorporate best practices in teaching; however, it is unclear how these practices can be transferred to instructors who were not a part of the course transformation team. We are investigating the potential of a paired teaching model (where an instructor who actively uses evidence-based practices is paired with either a new instructor, or one who has had limited exposure to such teaching practices) to achieve this dissemination. Paired teaching has been used with success in social work education (Crow & Smith, 2005) and teacher education settings (Bacharach et al., 2008), where an explicit benefit is modelling and developing collaborative skills for learners. Henderson and colleagues (2009) found that participating in paired teaching is an effective way to change the teaching practices of Physics instructors. There is limited literature on co-teaching in geoscience education, but a paired teaching model can potentially be used as a means to disseminate effective, evidence-based teaching practices between faculty members.
Weekly reflections, semi-structured interviews, and classroom teaching observations of seven pairs of Instructors participating in paired teaching were analyzed using a teacher learning framework. Results show 6 different modes of learning that led to adoption of (or validated use of) evidence-based teaching strategies. Three types of instructor outcomes are identified: changes in knowledge and beliefs, intentions for practice, and changes in teaching practice. Challenges and opportunities for implementing paired teaching as a faculty development model are presented.
Elements of Engagement
I'd like to have a brief paper survey that people who come to the poster can complete, regarding their interest in/experience with paired teaching. I'd also like to encourage a dialogue as to perceived challenges and opportunities with implementing a model like this in the participants' home departments.
Paired teaching for knowledge transfer of evidence-based teaching practices
P&A Atrium
Multiple courses in our Faculty of Science have been “transformed” to incorporate best practices in teaching; however, it is unclear how these practices can be transferred to instructors who were not a part of the course transformation team. We are investigating the potential of a paired teaching model (where an instructor who actively uses evidence-based practices is paired with either a new instructor, or one who has had limited exposure to such teaching practices) to achieve this dissemination. Paired teaching has been used with success in social work education (Crow & Smith, 2005) and teacher education settings (Bacharach et al., 2008), where an explicit benefit is modelling and developing collaborative skills for learners. Henderson and colleagues (2009) found that participating in paired teaching is an effective way to change the teaching practices of Physics instructors. There is limited literature on co-teaching in geoscience education, but a paired teaching model can potentially be used as a means to disseminate effective, evidence-based teaching practices between faculty members.
Weekly reflections, semi-structured interviews, and classroom teaching observations of seven pairs of Instructors participating in paired teaching were analyzed using a teacher learning framework. Results show 6 different modes of learning that led to adoption of (or validated use of) evidence-based teaching strategies. Three types of instructor outcomes are identified: changes in knowledge and beliefs, intentions for practice, and changes in teaching practice. Challenges and opportunities for implementing paired teaching as a faculty development model are presented.