Abstract Detail

Teaching

Stephens, Jessica [1], Gormally, Cara [2], Brickman, Peggy [3].

The impact of pedagogical instruction and feedback on future faculty teaching beliefs.

Feedback can play an important role in motivating faculty to improve teaching practices and institutions are increasingly recognizing the importance of providing faculty with formative instructional feedback. While much research has focused on how to provide effective feedback for established faculty little is known about the impact of feedback for future faculty. Here, we look to examine the impact of instruction and formative feedback on future faculty teaching beliefs in two seminar courses designed to provide formal training to graduate teaching assistants. More specifically, we are interested in whether pedagogical feedback from peers and mentors with more similar teaching beliefs are attributed greater value than feedback from peers and mentors with differing teaching beliefs. In addition, how does formal pedagogical instruction influence teaching beliefs of future faculty? To assess these research aims, student teaching beliefs were evaluated pre, mid, and post instruction and both verbal and written feedback among students and mentors was scored based on multiple qualitative categories. Results highlight factors responsible for a shift toward learner-centered teaching beliefs and increased ability to provide critical feedback. These findings help elucidate challenges in this apprenticeship-model program. We propose that the increased ability to provide critical feedback and pedagogical instruction may be a novel method to identify facility and confidence with evidence-based teaching practices.

1 - University Of Georgia, Plant Biology, 2502 Miller Plant Sciences, Athens, GA, 30602, USA
2 - Gallaudet University, Department of Biology, Hall Memorial Building E333A, Washington , DC , 20002
3 - University Of Georgia, Plant Biology, 2502 Miller Plant Sciences, Athens, GA, 30602

Keywords:
graduate student
student-centered learning
active learning
instructional feedback
qualitative.

Presentation Type: Poster
Session: P, Teaching Section Poster Session
Location: Exhibit Hall/Savannah International Trade and Convention Center
Date: Monday, August 1st, 2016
Time: 5:30 PM This poster will be presented at 5:30 pm. The Poster Session runs from 5:30 pm to 7:00 pm. Posters with odd poster numbers are presented at 5:30 pm, and posters with even poster numbers are presented at 6:15 pm.
Number: PTE001
Abstract ID:62
Candidate for Awards:None