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ERIC Number: ED515544
Record Type: Non-Journal
Publication Date: 2009
Pages: 241
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-4903-1
ISSN: N/A
Higher Education Biology Faculty at Urban Institutions: Perceptions of How They Learn to Teach
Kusch, Jennifer D.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Milwaukee
Instructor education has gained considerable attention over the years, as it has become apparent that it plays a vital role in learners' achievement and participation in higher education programs--especially for minority learners, and could hold one of the keys to enhancing the global economy (Sundberg, 1991; Brianard, 2007; O'Connel, 2007). However, despite the efforts of researchers and funded efforts by the National Science Foundation, higher education biology instruction continues to remain lacking, causing biology programs to struggle to recruit and maintain learners (Smyth & McArdle, 2004; Hamilton, 2004; Seymour & Hewitt, 1997). This study incorporated interpretive qualitative research through use of one-on-one, semi-structured interviews with a sample of twelve biology faculty from higher education urban institutions to explore their perceptions about how they learn to teach. Qualitative coding was used to analyze study findings, which led to the formulation of the Biology Faculty Learning to Teach Framework. This framework explicates the relationship of the various, perceived, ways faculty learn to teach, and the subsequent instructional strategies they use. The major theme, or means by which faculty have learned to teach, was determined to be informal learning experiences, including trial and error learning, learners' feedback, previous instructors, teaching assistant opportunities, temporary instructional assignments in graduate school, and instructional experiences as faculty members. It is hoped that the results of this study will offer insight into ways that undergraduate and graduate programs which prepare biology faculty might be enhanced. More effective faculty preparation would facilitate the attainment of more appropriate knowledge and skill sets by undergraduate biology instructors, enabling them to deliver more effective instruction, and subsequently better prepare biology learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A