Seeding long-term, sustainable change in teacher preparation programs: the case of PhysTEC
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
BACKGROUND: The continuation of teacher preparation activities after a 3-year Physics Teacher Education Coalition (PhysTEC) grant is used as a case study to examine multi-faceted aspects of sustainable change in higher education. Since teacher preparation is outside typical physics departmental activities, success is highly dependent on finding a department and institution who values this cause. Throughout the history of providing grants, PhysTEC has identified ten components of successful sites that they consider during the selection process. In this paper, we retrospectively analyze characteristics of six comprehensive PhysTEC sites, to see how department histories, values, and activities affect long-term sustainability as sites moved from grant funding to matched institutional funding and beyond. RESULTS: The most important components required to sustain these programs were (1) institutional commitment-both financial support as well as intellectual and cultural support for potential teachers-(2) champion, a respected change agent at the university who ensures program success through advocacy and support, and (3) activities that enhance not only the production of teachers but also the undergraduate education activities of the department. Of the six PhysTEC sites, three sites were able to institutionalize the majority of PhysTEC activities into departmental routine. These three sites have departmental leadership and administrators who valued and invested in physics teacher preparation. At these sites, PhysTEC symbiotically supported typical departmental activities including increasing majors, improving courses, and involving undergraduates to support teaching. Two sites were sustaining activities at the time of study but attitudes toward teaching as a profession were mixed so continued sustainability is precarious and reliant on external funding. One site discontinued the majority of PhysTEC activities because of a lack of alignment with a different physics teacher initiative on campus. CONCLUSIONS: Because physics teacher preparation is not often prioritized as a part of undergraduate departmental activities, success emerges when departmental and institutional value systems align with this goal. PhysTEC funding is not enough to create this culture; it must exist prior to funding. Sustaining PhysTEC activities is easier when they are seen as enhancing the undergraduate experience as a whole. The PhysTEC grant helped bring physics teacher preparation to the forefront, and a well-respected champion in a leadership position can help set this tone and advance departmental activities accordingly. This study has implications for sustaining reforms of typically undervalued activities in higher education or secondary teacher preparation programs in any discipline.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle