Students are more likely to learn in college science, technology, engineering, and math (STEM) classrooms when instructors use teacher discourse moves (TDMs) that encourage student engagement and learning. However, although teaching practices are well studied, TDMs are not well understood in college STEM classrooms. In STEM courses at a minority-serving institution (MSI; n = 74), we used two classroom observation protocols to investigate teaching practices and TDMs across disciplines, instructor types, years of teaching experience, and class size. We found that instructors guide students in active learning activities, but they use authoritative discourse approaches. In addition, chemistry instructors presented more than biology instructors. Also, teaching faculty had relatively high dialogic, interactive discourse, and neither years of faculty teaching experience nor class size had an impact on teaching practices or TDMs. Our results have implications for targeted teaching professional development efforts across instructor and course characteristics to improve STEM education at MSIs.

中文翻译：

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看看谁在说话：STEM 大学课堂中跨学科、职位、经验和班级规模的教学和话语实践

当教师使用鼓励学生参与和学习的教师话语动作 (TDM) 时，学生更有可能在大学科学、技术、工程和数学 (STEM) 课堂上学习。然而，尽管教学实践得到了很好的研究，但 TDM 在大学 STEM 课堂上并没有得到很好的理解。在少数族裔服务机构 (MSI；n = 74) 的 STEM 课程中，我们使用两种课堂观察协议来调查跨学科、教师类型、多年教学经验和班级规模的教学实践和 TDM。我们发现，教师在主动学习活动中引导学生，但他们使用权威话语方法。此外，化学教师比生物教师提供的更多。此外，师资力量的对话性、互动性较高，多年的教师教学经验和班级规模都没有对教学实践或 TDM 产生影响。我们的结果对跨教师和课程特征的有针对性的教学专业发展工作具有影响，以改善 MSI 的 STEM 教育。