ERIC Number: EJ1448783
Record Type: Journal
Publication Date: 2024-Nov
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-8175
EISSN: EISSN-1539-3429
Impact of an Instructional Team's Feedback on an Instructor's Teaching Practices in a Biology of Cancer Course
Patricia Moreira; Lisa Rezende; Ashton Goodell; Paul Blowers; Lisa Elfring; Vicente Talanquer
Biochemistry and Molecular Biology Education, v52 n6 p621-632 2024
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.
Descriptors: Feedback (Response), Teaching Methods, Biology, Cancer, Science Education, Teacher Evaluation, Cocounseling, College Science
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Authoring Institution: N/A
Grant or Contract Numbers: 1626531