教师的心理FLOSS:机构间实践社区对教师思维和高等教育的包容性教学的影响
Jennifer L Imamura1,2, Tamara L Mau1, Erica L Wildy3
1Department of Integrative Biology, University of California Berkeley, Berkeley, California, USA.
Journal of microbiology & biology education
|August 25, 2025
概括
教师学习优化学生成功 (FLOSS) 计划帮助大学教师提高包容性教学. 这一举措减少了科学,技术,工程和数学 (STEM) 领域的学生流失.
科学领域:
- 在教育方面
- 高等教育
- 在STEM教育中
背景情况:
- 来自边缘身份的学生往往在毕业前离开STEM领域,导致代表性不足.
- 解决这种差距对于学术界和劳动力中的公平至关重要.
研究的目的:
- 评估教师学习优化学生成功计划对教师的影响.
- 评估教师对学生需求和包容性教学实践的理解变化.
主要方法:
- 在FLOSS计划之前和之后,
- 调查评估了教师对课堂公平,包容性教学知识,信心和社区归属感的看法.
主要成果:
- 教师从将学生缺陷归因于个体特征转变为承认环境或教学相关因素.
- 参与者报告说,他们对实施包容性教学策略的知识和信心增加了.
- 教师们在教学社区中产生了更强烈的归属感.
结论:
- 该计划有效地加强了教师的包容性教学方法.
- 这种干预措施有望缓解代表性不足的学生的STEM消耗.
- 培养一个支持性的教师社区是促进教育公平的关键.
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