Rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This paper proposes the rethinking of the division of labor between physics education research curriculum developers and classroom instructors. Historically, both curriculum developers and instructors have...

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Autores principales:	Hannah C. Sabo, Andrew Elby
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/995ab651649244c682f3001d18d679ed
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spelling	oai:doaj.org-article:995ab651649244c682f3001d18d679ed2021-12-02T12:17:01ZRethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics10.1103/PhysRevPhysEducRes.16.0201422469-9896https://doaj.org/article/995ab651649244c682f3001d18d679ed2020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020142http://doi.org/10.1103/PhysRevPhysEducRes.16.020142https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This paper proposes the rethinking of the division of labor between physics education research curriculum developers and classroom instructors. Historically, both curriculum developers and instructors have taken responsibility for fostering students’ conceptual development, epistemological development, and other learning goals related to physics content knowledge and practices or process skills. By contrast, responsibility for fostering productive group dynamics has been taken up almost entirely by instructors. Tutorial and lab developers structure their materials to be used in small groups, but have not generally designed, tested, and refined their materials to minimize problematic group dynamics. In this paper, we argue that the written tutorial can and should do more to prevent negative group dynamics from arising. To make this claim plausible, we describe an example from our own experience. While revising a tutorial, we noticed some problematic dynamics emerging; one of the students was unfairly blamed for a simulation-setting mistake and was later left out of a conversation. We came up with hypotheses about factors that might have contributed to those dynamics. A few of those factors, we argue, could be addressed in part through tutorial revision. While acknowledging that instructors will always have more capacity and hence more responsibility than curriculum writers to foster productive group dynamics, we call for tutorial writers, during the testing and revision of their materials, to monitor how the tutorial impacts team dynamics and to be transparent (in publications and presentations) about how they modified the tutorial to address problematic dynamics they observed.Hannah C. SaboAndrew ElbyAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020142 (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 Hannah C. Sabo Andrew Elby Rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This paper proposes the rethinking of the division of labor between physics education research curriculum developers and classroom instructors. Historically, both curriculum developers and instructors have taken responsibility for fostering students’ conceptual development, epistemological development, and other learning goals related to physics content knowledge and practices or process skills. By contrast, responsibility for fostering productive group dynamics has been taken up almost entirely by instructors. Tutorial and lab developers structure their materials to be used in small groups, but have not generally designed, tested, and refined their materials to minimize problematic group dynamics. In this paper, we argue that the written tutorial can and should do more to prevent negative group dynamics from arising. To make this claim plausible, we describe an example from our own experience. While revising a tutorial, we noticed some problematic dynamics emerging; one of the students was unfairly blamed for a simulation-setting mistake and was later left out of a conversation. We came up with hypotheses about factors that might have contributed to those dynamics. A few of those factors, we argue, could be addressed in part through tutorial revision. While acknowledging that instructors will always have more capacity and hence more responsibility than curriculum writers to foster productive group dynamics, we call for tutorial writers, during the testing and revision of their materials, to monitor how the tutorial impacts team dynamics and to be transparent (in publications and presentations) about how they modified the tutorial to address problematic dynamics they observed.
format	article
author	Hannah C. Sabo Andrew Elby
author_facet	Hannah C. Sabo Andrew Elby
author_sort	Hannah C. Sabo
title	Rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics
title_short	Rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics
title_full	Rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics
title_fullStr	Rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics
title_full_unstemmed	Rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics
title_sort	rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/995ab651649244c682f3001d18d679ed
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Rethinking the division of labor between tutorial writers and instructors with respect to fostering equitable team dynamics

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