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Table 3 Alignment of key personal factors, elements of teacher thinking, and enacted instruction in the Air Quality Unit

From: A close look at change: the role of an instructional-team community on an Instructor’s evolution during instructional reform

Variable

Pre-I-TP participation

Reform Semester 1 Fall

Reform Semester 2 Spring

Personal Factor

 Pedagogical strategies

Limited, traditional ➔ Developing, ‘active learning’

Developing, evidence-based

Developing, evidence-based, ‘backwards design’

 Resource-seeking and learning efforts

Faculty learning community (FLC) participation (not associated with I-TP)

Classroom experimentation

Literature (i.e., Bain, 2011)

I-TP participation

Instructional team emerges as resource (co-constructors, co-implementers)

I-TP participation

Instructional team acts as resource (co-constructors, co-implementers)

Teacher thinking

 View of instructor role

Independent developer, lead implementer

Independent developer, lead implementer → Team leader

Team leader

 View of instructional team role

Limited classroom helpers

Limited classroom helpers → Co-constructors/ Team members

Co-constructors/Team members

 View of learning motivators/supports

Student interest, activity (e.g., opportunities to discuss) drive engagement

Student interest and ownership drive engagement; structure stifles student autonomy

Student interest and ownership drive engagement; some structure necessary to support productive engagement

 View of content

Process-oriented, nonlinear

Process-oriented, nonlinear

Process-oriented, nonlinear

Enacted instruction in target unit (Air Quality Unit)

 Instructional approach

Interactive lecture

Open inquiry

Guided inquiry

 Degree of structure

High

Low

Moderate

 Use of learning objectives

None

Pro forma/ ‘afterthought’

Developing integration into design

 Use of formative assessment

Low, informal, opportunistic

Low, informal, opportunistic

High, structured, planned and flexible