Beyond teaching methods: Highlighting physics faculty’s strengths and agency

Much work in physics education research (PER) characterizes faculty teaching practice in terms of whether faculty use specific named PER-based teaching methods, either with fidelity or with adaptation; we call this research paradigm the “teaching-method-centered paradigm.” However, most faculty do n...

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Autores principales:	Linda E. Strubbe, Adrian M. Madsen, Sarah B. McKagan, Eleanor C. Sayre
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/92c2ee5ae66147e8995c59fecb412133
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spelling	oai:doaj.org-article:92c2ee5ae66147e8995c59fecb4121332021-12-02T11:45:54ZBeyond teaching methods: Highlighting physics faculty’s strengths and agency10.1103/PhysRevPhysEducRes.16.0201052469-9896https://doaj.org/article/92c2ee5ae66147e8995c59fecb4121332020-07-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020105http://doi.org/10.1103/PhysRevPhysEducRes.16.020105https://doaj.org/toc/2469-9896Much work in physics education research (PER) characterizes faculty teaching practice in terms of whether faculty use specific named PER-based teaching methods, either with fidelity or with adaptation; we call this research paradigm the “teaching-method-centered paradigm.” However, most faculty do not frame their teaching in terms of which particular named methods they use, but rather in terms of their own ideas and values, suggesting that the teaching-method-centered paradigm misses key features of faculty teaching. These key features include the productive ideas that faculty have about student learning and faculty agency around teaching. We present three case studies of faculty talking about their teaching, and analyze them in terms of two theoretical frameworks: a framework of teaching principles (How Learning Works) and a framework of faculty agency (self-determination theory). We show that these frameworks well characterize key features of faculty teaching practices and agency, and can be combined in a new paradigm for modeling faculty teaching which we call an “asset-based agentic paradigm.” We therefore encourage physics education researchers to move beyond the teaching-method-centered paradigm and think about faculty teaching using an asset-based agentic paradigm.Linda E. StrubbeAdrian M. MadsenSarah B. McKaganEleanor C. SayreAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020105 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Linda E. Strubbe Adrian M. Madsen Sarah B. McKagan Eleanor C. Sayre Beyond teaching methods: Highlighting physics faculty’s strengths and agency
description	Much work in physics education research (PER) characterizes faculty teaching practice in terms of whether faculty use specific named PER-based teaching methods, either with fidelity or with adaptation; we call this research paradigm the “teaching-method-centered paradigm.” However, most faculty do not frame their teaching in terms of which particular named methods they use, but rather in terms of their own ideas and values, suggesting that the teaching-method-centered paradigm misses key features of faculty teaching. These key features include the productive ideas that faculty have about student learning and faculty agency around teaching. We present three case studies of faculty talking about their teaching, and analyze them in terms of two theoretical frameworks: a framework of teaching principles (How Learning Works) and a framework of faculty agency (self-determination theory). We show that these frameworks well characterize key features of faculty teaching practices and agency, and can be combined in a new paradigm for modeling faculty teaching which we call an “asset-based agentic paradigm.” We therefore encourage physics education researchers to move beyond the teaching-method-centered paradigm and think about faculty teaching using an asset-based agentic paradigm.
format	article
author	Linda E. Strubbe Adrian M. Madsen Sarah B. McKagan Eleanor C. Sayre
author_facet	Linda E. Strubbe Adrian M. Madsen Sarah B. McKagan Eleanor C. Sayre
author_sort	Linda E. Strubbe
title	Beyond teaching methods: Highlighting physics faculty’s strengths and agency
title_short	Beyond teaching methods: Highlighting physics faculty’s strengths and agency
title_full	Beyond teaching methods: Highlighting physics faculty’s strengths and agency
title_fullStr	Beyond teaching methods: Highlighting physics faculty’s strengths and agency
title_full_unstemmed	Beyond teaching methods: Highlighting physics faculty’s strengths and agency
title_sort	beyond teaching methods: highlighting physics faculty’s strengths and agency
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/92c2ee5ae66147e8995c59fecb412133
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Beyond teaching methods: Highlighting physics faculty’s strengths and agency

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