Department of Chemistry and Biochemistry, University of Arizona, Tucson, Arizona, USA.
Department of Molecular and Cellular Biology, University of Arizona, Tucson, Arizona, USA.
Biochem Mol Biol Educ. 2024 Nov-Dec;52(6):621-632. doi: 10.1002/bmb.21850. Epub 2024 Jul 17.
The effective implementation of evidence-based teaching (EBT) in large college courses benefits from the successful use of instructional teams. An instructional team's feedback allows instructors to act based on evidence of student learning, addressing students' needs. This feedback may be particularly important for novice instructors or experienced instructors teaching a class for the first time. This study sought to characterize the nature of an instructional team's feedback as well as its influence on the decisions and actions of a seasoned instructor teaching a new class. Instructional team members provided feedback in the form of anticipations, noticings, and suggestions. Anticipations and suggestions seemed to have the largest impact on the instructor's decisions and actions, while noticings, despite providing insights into student thinking, had a smaller effect. Our findings indicate that an instructional team can provide valuable feedback to instructors when team members have an opportunity to meaningfully participate in the planning and teaching processes.
循证教学（EBT）在大型大学课程中的有效实施得益于教学团队的成功使用。教学团队的反馈使教师能够根据学生学习的证据采取行动，满足学生的需求。这种反馈对于新手教师或经验丰富的教师首次教授一门课程可能尤为重要。本研究旨在描述教学团队反馈的性质及其对教授新课程的经验丰富的教师决策和行动的影响。教学团队成员以预期、观察和建议的形式提供反馈。预期和建议似乎对教师的决策和行动影响最大，而观察尽管提供了对学生思维的洞察，但影响较小。我们的研究结果表明，当团队成员有机会参与规划和教学过程时，教学团队可以为教师提供有价值的反馈。
