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考察[具体内容]和一个指导网络对教学理念及策略的影响。 （注：原文中“Examining the influence of and a mentoring network...”中“of”后面缺少具体内容）

Examining the influence of and a mentoring network on teaching philosophies and strategies.

作者信息

Mathews Stephanie L, Goller Carlos, Wolyniak Michael J, Swamy Uma, Misra Anjali, Moore Michael E, Hsu Jeremy L, Newman Dina L

机构信息

Department of Biological Sciences, North Carolina State University, Raleigh, North Carolina, USA.

Department of Biology, Hampden-Sydney College, Hampden-Sydney, Virginia, USA.

出版信息

J Microbiol Biol Educ. 2025 Aug 21;26(2):e0007425. doi: 10.1128/jmbe.00074-25. Epub 2025 May 30.

DOI:10.1128/jmbe.00074-25
PMID:40444977
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12369373/
Abstract

The 2011 report () resulted from a national effort to rethink biology curriculum. outlines core concepts and core competencies for biology undergraduates and promotes evidence-based pedagogy, undergraduate research, and inclusive practices. However, it is unclear how much biology educators know about and what motivates educators' development of their teaching philosophy and practices. We leveraged the Promoting Active Learning and Mentoring (PALM) Network, a group that introduced evidence-based instructional practices (EBIPs) to instructors through mentoring, journal clubs, and a community of practice, to investigate how much has influenced educator knowledge and motivation. Through focus groups, 16 mentors and 22 fellows were asked about their motivations to join PALM, familiarity with , how they learned about , and how PALM and/or shaped the development of their teaching philosophies and strategies. We found that the teaching philosophies and practices of these educators align strongly with principles. provided expectancy (established value), while PALM contributed to greater instructor self-efficacy in EBIPs, overall resulting in reformed teaching philosophies and practices. This model highlights the importance of mentorship and community to successfully drive biology education reform.

摘要

2011年的报告（）源自全国范围内对生物学课程进行重新思考的努力。该报告概述了生物学本科教育的核心概念和核心能力，并推广基于证据的教学法、本科研究以及包容性实践。然而，目前尚不清楚生物学教育工作者对该报告了解多少，以及是什么促使教育工作者形成他们的教学理念和实践。我们利用了促进主动学习与指导（PALM）网络，这是一个通过指导、期刊俱乐部和实践社区向教师介绍基于证据的教学实践（EBIPs）的团体，来调查该报告对教育工作者的知识和动机产生了多大影响。通过焦点小组，我们询问了16名导师和22名学员加入PALM的动机、对该报告的熟悉程度、他们是如何了解该报告的，以及PALM和/或该报告如何塑造了他们的教学理念和策略。我们发现，这些教育工作者的教学理念和实践与该报告的原则高度一致。该报告提供了期望（既定价值），而PALM则提高了教师在EBIPs方面的自我效能感，总体上导致了教学理念和实践的改革。这种模式凸显了指导和社区对于成功推动生物学教育改革的重要性。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/eec7/12369373/1cb2748c0e0a/jmbe.00074-25.f012.jpg
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