ABSTRACT

Drawing on students’ prior knowledge can enhance learning, but we know little about how instructors learn to teach with this knowledge in mind. Through a two-year embedded case study, we sought to examine how 10 college instructors’ teaching conceptions and practices relevant to minoritized students’ prior knowledge shifted over the course of two years. We found instructors’ conceptions advanced further than their practices and the nature and extent of this shift differed by various factors including academic discipline; instructor social identity, particularly gender; teaching improvement goals; and instructor perceived or real teaching agency. Our findings have implications for understanding faculty as learners of teaching, as well as for academic administrators who want to support faculty as teachers.

摘要

借鉴学生的先验知识可以提高学习效果，但我们对教师如何在掌握这些知识的情况下学习教学知之甚少。通过为期两年的嵌入式案例研究，我们试图检验 10 位大学教师的教学理念和实践与少数族裔学生的先验知识相关的教学理念和实践如何在两年内发生变化。我们发现教师的观念比他们的实践更先进，这种转变的性质和程度因各种因素而异，包括学科；教师社会认同，尤其是性别；教学改进目标；和教师感知的或真实的教学机构。我们的发现对于将教师理解为教学的学习者以及希望支持教师作为教师的学术管理人员具有重要意义。