Context and Content of Teaching Conversations: Exploring How to Promote Sharing of Innovative Teaching Knowledge between Science Faculty
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| Title: | Context and Content of Teaching Conversations: Exploring How to Promote Sharing of Innovative Teaching Knowledge between Science Faculty |
|---|---|
| Language: | English |
| Authors: | Lane, A. Kelly (ORCID |
| Source: | International Journal of STEM Education. 2022 9. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1726503 1726409 1726330 1746051 1849473 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Instructional Innovation, Science Instruction, Science Teachers, Change Strategies, Interpersonal Communication, Help Seeking, Discourse Analysis, Teaching Methods, Teacher Collaboration, Expertise, Social Networks, Teacher Behavior |
| DOI: | 10.1186/s40594-022-00369-5 |
| ISSN: | 2196-7822 |
| Abstract: | Background: Change strategies may leverage interpersonal relationships and conversations to spread teaching innovations among science faculty. Knowledge sharing refers to the process by which individuals transfer information and thereby spread innovative ideas within an organization. We use knowledge sharing as a lens for identifying factors that encourage productive teaching-related conversations between individuals, characterizing the context and content of these discussions, and understanding how peer interactions may shape instructional practices. In this study, we interview 19 science faculty using innovative teaching practices about the teaching-focused conversations they have with different discussion partners. Results: This qualitative study describes characteristics of the relationship between discussion partners, what they discuss with respect to teaching, the amount of help-seeking that occurs, and the perceived impacts of these conversations on their teaching. We highlight the role of office location and course overlap in bringing faculty together and characterize the range of topics they discuss, such as course delivery and teaching strategies. We note the tendency of faculty to seek out partners with relevant expertise and describe how faculty perceive their discussion partners to influence their instructional practices and personal affect. Finally, we elaborate on how these themes vary depending on the relationship between discussion partners. Conclusions: The knowledge sharing framework provides a useful lens for investigating how various factors affect faculty conversations around teaching. Building on this framework, our results lead us to propose two hypotheses for how to promote sharing teaching knowledge among faculty, thereby identifying productive directions for further systematic inquiry. In particular, we propose that productive teaching conversations might be cultivated by fostering collaborative teaching partnerships and developing departmental structures to facilitate sharing of teaching expertise. We further suggest that social network theories and other examinations of faculty behavior can be useful approaches for researching the mechanisms that drive teaching reform. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1343975 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1343975 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Context and Content of Teaching Conversations: Exploring How to Promote Sharing of Innovative Teaching Knowledge between Science Faculty – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lane%2C+A%2E+Kelly%22">Lane, A. Kelly</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6446-0303">0000-0001-6446-0303</externalLink>)<br /><searchLink fieldCode="AR" term="%22Earl%2C+Brittnee%22">Earl, Brittnee</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1906-5256">0000-0002-1906-5256</externalLink>)<br /><searchLink fieldCode="AR" term="%22Feola%2C+Stephanie%22">Feola, Stephanie</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5020-1236">0000-0002-5020-1236</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lewis%2C+Jennifer+E%2E%22">Lewis, Jennifer E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9910-3007">0000-0001-9910-3007</externalLink>)<br /><searchLink fieldCode="AR" term="%22McAlpin%2C+Jacob+D%2E%22">McAlpin, Jacob D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1826-7216">0000-0003-1826-7216</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mertens%2C+Karl%22">Mertens, Karl</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2456-1262">0000-0002-2456-1262</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shadle%2C+Susan+E%2E%22">Shadle, Susan E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4875-0893">0000-0002-4875-0893</externalLink>)<br /><searchLink fieldCode="AR" term="%22Skvoretz%2C+John%22">Skvoretz, John</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0573-1710">0000-0003-0573-1710</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ziker%2C+John+P%2E%22">Ziker, John P.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9059-5594">0000-0001-9059-5594</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stains%2C+Marilyne%22">Stains, Marilyne</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7881-5718">0000-0001-7881-5718</externalLink>)<br /><searchLink fieldCode="AR" term="%22Couch%2C+Brian+A%2E%22">Couch, Brian A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6972-6561">0000-0001-6972-6561</externalLink>)<br /><searchLink fieldCode="AR" term="%22Prevost%2C+Luanna+B%2E%22">Prevost, Luanna B.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5257-2946">0000-0002-5257-2946</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+STEM+Education%22"><i>International Journal of STEM Education</i></searchLink>. 2022 9. – Name: Avail Label: Availability Group: Avail Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Science Foundation (NSF) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: 1726503<br />1726409<br />1726330<br />1746051<br />1849473 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1186/s40594-022-00369-5 – Name: ISSN Label: ISSN Group: ISSN Data: 2196-7822 – Name: Abstract Label: Abstract Group: Ab Data: Background: Change strategies may leverage interpersonal relationships and conversations to spread teaching innovations among science faculty. Knowledge sharing refers to the process by which individuals transfer information and thereby spread innovative ideas within an organization. We use knowledge sharing as a lens for identifying factors that encourage productive teaching-related conversations between individuals, characterizing the context and content of these discussions, and understanding how peer interactions may shape instructional practices. In this study, we interview 19 science faculty using innovative teaching practices about the teaching-focused conversations they have with different discussion partners. Results: This qualitative study describes characteristics of the relationship between discussion partners, what they discuss with respect to teaching, the amount of help-seeking that occurs, and the perceived impacts of these conversations on their teaching. We highlight the role of office location and course overlap in bringing faculty together and characterize the range of topics they discuss, such as course delivery and teaching strategies. We note the tendency of faculty to seek out partners with relevant expertise and describe how faculty perceive their discussion partners to influence their instructional practices and personal affect. Finally, we elaborate on how these themes vary depending on the relationship between discussion partners. Conclusions: The knowledge sharing framework provides a useful lens for investigating how various factors affect faculty conversations around teaching. Building on this framework, our results lead us to propose two hypotheses for how to promote sharing teaching knowledge among faculty, thereby identifying productive directions for further systematic inquiry. In particular, we propose that productive teaching conversations might be cultivated by fostering collaborative teaching partnerships and developing departmental structures to facilitate sharing of teaching expertise. We further suggest that social network theories and other examinations of faculty behavior can be useful approaches for researching the mechanisms that drive teaching reform. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1343975 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1186/s40594-022-00369-5 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 Subjects: – SubjectFull: Instructional Innovation Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Science Teachers Type: general – SubjectFull: Change Strategies Type: general – SubjectFull: Interpersonal Communication Type: general – SubjectFull: Help Seeking Type: general – SubjectFull: Discourse Analysis Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Teacher Collaboration Type: general – SubjectFull: Expertise Type: general – SubjectFull: Social Networks Type: general – SubjectFull: Teacher Behavior Type: general Titles: – TitleFull: Context and Content of Teaching Conversations: Exploring How to Promote Sharing of Innovative Teaching Knowledge between Science Faculty Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lane, A. Kelly – PersonEntity: Name: NameFull: Earl, Brittnee – PersonEntity: Name: NameFull: Feola, Stephanie – PersonEntity: Name: NameFull: Lewis, Jennifer E. – PersonEntity: Name: NameFull: McAlpin, Jacob D. – PersonEntity: Name: NameFull: Mertens, Karl – PersonEntity: Name: NameFull: Shadle, Susan E. – PersonEntity: Name: NameFull: Skvoretz, John – PersonEntity: Name: NameFull: Ziker, John P. – PersonEntity: Name: NameFull: Stains, Marilyne – PersonEntity: Name: NameFull: Couch, Brian A. – PersonEntity: Name: NameFull: Prevost, Luanna B. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-electronic Value: 2196-7822 Numbering: – Type: volume Value: 9 Titles: – TitleFull: International Journal of STEM Education Type: main |
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