In this era of instructional transformation of Science, Technology, Engineering, and Mathematics (STEM) courses at the postsecondary level in the United States, the focus has been on educating science faculty about evidence-based instructional practices, i.e. practices that have been empirically proven to enhance student learning outcomes. The literature on professional development at the secondary level has demonstrated a tight interconnectedness between ones’ beliefs about teaching and learning and one's instructional practices and the need to attend to faculty's beliefs when engaging them in instructional change processes. Although discipline-based education researchers have made great strides in characterizing instructional practices of STEM faculty, much less attention has been given to understanding the beliefs of STEM about teaching and learning. Knowledge of instructors’ thinking can inform faculty professional development initiatives that encourage faculty to reflect on the beliefs that drive their classroom practices. Therefore, this study characterized the interplay between beliefs and instructional practices of nineteen assistant chemistry professors. Luft and Roehrig's Teaching Beliefs Interview protocol was used to capture beliefs; classroom observations and course artifacts were collected to capture practices. Clear trends were identified between faculty's beliefs (characterized through constant-comparative analysis and cluster analysis) and practices (characterized with Blumberg's Learner-Centered Teaching Rubric). Overall, beliefs of most of the participants were somewhat aligned with their instructional practices, with the exception of one cluster of faculty who held student-centered beliefs, but received only moderate scores on the Learner-Centered Teaching Rubric.

中文翻译：

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解开复杂的关系：研究密集型机构中助理化学学院的教学信念和教学实践

在美国高等教育中，科学，技术，工程和数学（STEM）课程进行教学转型的时代，重点一直放在对科学教师进行循证教学实践方面的教育，即经实践证明可以提高学生学习效果的实践。关于中学专业发展的文献表明，人们的教与学观念与教学实践之间存在紧密的联系，而在使他们参与教学变革过程时，必须遵循教师的信念。尽管基于学科的教育研究人员在表征STEM教师的教学实践方面取得了长足的进步，但对理解STEM关于教与学的信念的关注却很少。对教师思维的了解可以为教师的专业发展计划提供信息，鼓励教师反思驱动课堂实践的信念。因此，这项研究的特点是19位化学助理教授的信念与教学实践之间的相互作用。Luft和Roehrig的“教学信念访谈”协议用于捕获信念。收集课堂观察和课程工件以捕获实践。在教师的信念（通过持续的比较分析和聚类分析表征）和实践（以Blumberg的以学习者为中心的教学原理表征）之间发现了明显的趋势。总体而言，大多数参与者的信念与他们的教学习惯相吻合，除了一群教师坚持以学生为中心的信念，但在以学习者为中心的教学大纲中仅获得中等分数。Luft和Roehrig的“教学信念访谈”协议用于捕获信念。收集课堂观察和课程工件以捕获实践。在教师的信念（通过持续比较分析和聚类分析表征）和实践（以Blumberg的以学习者为中心的教学原理表征）之间发现了明显的趋势。总体而言，大多数参与者的信念与他们的教学习惯相吻合，除了一群教师坚持以学生为中心的信念，但在以学习者为中心的教学大纲中仅获得中等分数。Luft和Roehrig的“教学信念访谈”协议用于捕获信念。收集课堂观察和课程工件以捕获实践。在教师的信念（通过持续比较分析和聚类分析表征）和实践（以Blumberg的以学习者为中心的教学原理表征）之间发现了明显的趋势。总体而言，大多数参与者的信念与他们的教学习惯相吻合，除了一群教师坚持以学生为中心的信念，但在以学习者为中心的教学大纲中仅获得中等分数。的信念（通过持续比较分析和聚类分析来表征）和实践（以Blumberg的以学习者为中心的教学专栏来表征）。总体而言，大多数参与者的信念与他们的教学习惯相吻合，除了一群教师坚持以学生为中心的信念，但在以学习者为中心的教学大纲中仅获得中等分数。的信念（通过持续比较分析和聚类分析来表征）和实践（以Blumberg的以学习者为中心的教学专栏来表征）。总体而言，大多数参与者的信念与他们的教学习惯相吻合，除了一群教师坚持以学生为中心的信念，但在以学习者为中心的教学大纲中仅获得中等分数。