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ERIC Number: EJ1033010
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1356-2517
Mapping Beliefs about Teaching to Patterns of Instruction within Science, Technology, Engineering, and Mathematics
Allendoerfer, Cheryl; Wilson, Denise; Kim, Mee Joo; Burpee, Elizabeth
Teaching in Higher Education, v19 n7 p758-771 2014
In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-, community-, and assessment-centered learning environments; we use qualitative interview data to explore how faculty's reported beliefs about teaching are associated with their consideration of these four types of environments. Findings indicated that although a range of beliefs about teaching emerged, most were firmly located in knowledge-centered learning environments, with little or no focus on the remaining three learning environments. Furthermore, even patterns of instruction that were heavily student-centered were situated within a knowledge-centered learning framework. We argue that for student-centered instruction to be truly successful, faculty must consider all four learning environments in crafting and facilitating the classroom environment.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: DUE-0817624; DUE-0816642