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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Why do faculty resist change?

Clark Dana1, Burke Soffe1, Jeff Shipley2

  • 1Roseman University of Health Sciences.

Mededpublish (2016)
|March 15, 2024
PubMed
Summary
This summary is machine-generated.

Faculty development workshops reveal that intrinsic motivation and feeling valued are key to adopting student-centered teaching methods, contrasting with resistance often rooted in status quo bias.

Keywords:
Dental educationfaculty changeprofessional developmentresistance

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Area of Science:

  • Educational Psychology
  • Faculty Development
  • Higher Education Pedagogy

Background:

  • Teaching effectiveness is often underestimated due to the invisibility of pedagogical expertise.
  • Assumptions that teaching requires minimal formal study persist among those outside the profession.

Purpose of the Study:

  • To compare faculty members who adopted student-centered teaching practices with those who resisted change after a faculty development workshop.
  • To identify characteristics differentiating 'changers' from 'resisters' in adopting new teaching methodologies.

Main Methods:

  • A qualitative narrative approach was employed, utilizing structured interviews.
  • Faculty participants were categorized based on their observed changes in teaching practices following an 8-month workshop.

Main Results:

  • Resisters lacked belief in student-centered teaching effectiveness, struggled with its definition, were extrinsically motivated, and felt undervalued.
  • Changers demonstrated enthusiasm for change, recognized the value of student-centered approaches, were intrinsically motivated, and felt valued.

Conclusions:

  • Status quo bias is hypothesized as a primary driver of resistance to pedagogical change.
  • Findings offer insights into optimizing faculty development programs to foster adoption of innovative teaching strategies.