Much work in physics education research (PER) characterizes faculty teaching practice in terms of whether faculty use specific named PER-based teaching methods, either with fidelity or with adaptation; we call this research paradigm the “teaching-method-centered paradigm.” However, most faculty do not frame their teaching in terms of which particular named methods they use, but rather in terms of their own ideas and values, suggesting that the teaching-method-centered paradigm misses key features of faculty teaching. These key features include the productive ideas that faculty have about student learning and faculty agency around teaching. We present three case studies of faculty talking about their teaching, and analyze them in terms of two theoretical frameworks: a framework of teaching principles (How Learning Works) and a framework of faculty agency (self-determination theory). We show that these frameworks well characterize key features of faculty teaching practices and agency, and can be combined in a new paradigm for modeling faculty teaching which we call an “asset-based agentic paradigm.” We therefore encourage physics education researchers to move beyond the teaching-method-centered paradigm and think about faculty teaching using an asset-based agentic paradigm.

中文翻译：

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超越教学方法：彰显物理学院的优势和代理

物理教育研究（PER）中的许多工作都以教师是否使用忠实的或适应性的，使用特定的，基于PER的特定教学方法来表征教师的教学实践。我们称这种研究范式为“以教学法为中心的范式”。但是，大多数教师并没有根据他们使用的特定命名方法来构架他们的教学，而是根据他们自己的思想和价值观来构架，这表明以教学方法为中心的范式错过了教师教学的关键特征。这些关键特征包括教师对学生学习和教师在教学过程中所具有的生产性想法。我们提供了三个有关教师教学的案例研究，并根据两个理论框架对它们进行了分析：教学原则框架（学习方式）和教职人员框架（自决理论）。我们表明，这些框架很好地体现了教师教学实践和代理的关键特征，并且可以结合到用于建模教师教学的新范式中，我们称之为“基于资产的代理范式”。因此，我们鼓励物理学教育研究人员超越以教学方法为中心的范式，并考虑使用基于资产的代理范式进行教师教学。