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Area of Science:

  • STEM Education
  • Biology Education Research

Background:

  • Evidence on teaching practices post-professional development is scarce in STEM fields.
  • Identifying effective professional development models and best practices remains challenging.

Purpose of the Study:

  • To evaluate the impact of a 2-year professional development program on postdoctoral fellows' beliefs and implementation of evidence-based pedagogies.
  • To assess the effectiveness of the Faculty Institutes for Reforming Science Teaching (FIRST IV) program.

Main Methods:

  • Postdoctoral fellows (PDs) participated in a 2-year training program.
  • Data collected included self-report assessments, pedagogical knowledge assessments, teaching videos, and class assessments.
  • Expert reviews of teaching videos were conducted.

Main Results:

  • PDs reported increased use of learner-centered teaching strategies over teacher-centered ones.
  • Video reviews confirmed that 86% of PDs implemented learner-centered classrooms with active student engagement.
  • Despite teaching higher-level cognition, assessments primarily focused on lower-level cognitive skills.

Conclusions:

  • The FIRST IV program demonstrated success in fostering evidence-based teaching practices.
  • Key factors for success included targeting inexperienced teachers, emphasizing iterative practice and reflection, and comprehensive course development.
  • Future efforts should align assessments with the higher-level cognitive skills taught in classrooms.