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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