Co-Teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?
Could co-teaching be a mechanism to support the adoption of evidence-based teaching strategies? Co-teaching has been proposed as a lever for fostering pedagogical change and has key attributes of a successful change strategy, but does research indicate co-teaching effectively shifts instructional pr...
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Veröffentlicht in: | CBE - Life Sciences Education 2023-03, Vol.22 (1), p.es1-es1 |
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description | Could co-teaching be a mechanism to support the adoption of evidence-based teaching strategies? Co-teaching has been proposed as a lever for fostering pedagogical change and has key attributes of a successful change strategy, but does research indicate co-teaching effectively shifts instructional practices? Based on our review of the emerging evidence, we wrote this essay for multiple audiences, including science, technology, engineering, and mathematics (STEM) instructors, education development professionals, leaders who oversee teaching, and researchers. We define co-teaching in the context of STEM higher education and summarize what is known about the pedagogical changes that co-teaching could support and the potential mechanisms behind these changes. We share recommendations based on the available evidence for those who need productive ideas right now. We also lay out a variety of future directions for research about co-teaching as a lever for pedagogical change. Achieving widespread and impactful pedagogical change is a monumental undertaking facing STEM higher education, and multiple approaches will be needed to meet this challenge. Co-teaching has potential to shift ways of thinking and pedagogical practices among undergraduate STEM faculty, but how co-teaching is enacted is likely crucial to its impact, as is the context in which it occurs. |
doi_str_mv | 10.1187/cbe.22-08-0169 |
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Co-teaching has been proposed as a lever for fostering pedagogical change and has key attributes of a successful change strategy, but does research indicate co-teaching effectively shifts instructional practices? Based on our review of the emerging evidence, we wrote this essay for multiple audiences, including science, technology, engineering, and mathematics (STEM) instructors, education development professionals, leaders who oversee teaching, and researchers. We define co-teaching in the context of STEM higher education and summarize what is known about the pedagogical changes that co-teaching could support and the potential mechanisms behind these changes. We share recommendations based on the available evidence for those who need productive ideas right now. We also lay out a variety of future directions for research about co-teaching as a lever for pedagogical change. Achieving widespread and impactful pedagogical change is a monumental undertaking facing STEM higher education, and multiple approaches will be needed to meet this challenge. 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Co-teaching has been proposed as a lever for fostering pedagogical change and has key attributes of a successful change strategy, but does research indicate co-teaching effectively shifts instructional practices? Based on our review of the emerging evidence, we wrote this essay for multiple audiences, including science, technology, engineering, and mathematics (STEM) instructors, education development professionals, leaders who oversee teaching, and researchers. We define co-teaching in the context of STEM higher education and summarize what is known about the pedagogical changes that co-teaching could support and the potential mechanisms behind these changes. We share recommendations based on the available evidence for those who need productive ideas right now. We also lay out a variety of future directions for research about co-teaching as a lever for pedagogical change. Achieving widespread and impactful pedagogical change is a monumental undertaking facing STEM higher education, and multiple approaches will be needed to meet this challenge. Co-teaching has potential to shift ways of thinking and pedagogical practices among undergraduate STEM faculty, but how co-teaching is enacted is likely crucial to its impact, as is the context in which it occurs.</description><subject>Attitude Change</subject><subject>College Faculty</subject><subject>Educational Change</subject><subject>Engineering - education</subject><subject>Evidence Based Practice</subject><subject>Expertise</subject><subject>Faculty</subject><subject>General s and</subject><subject>Humans</subject><subject>Interaction</subject><subject>Knowledge Level</subject><subject>Mathematics</subject><subject>Reflective Teaching</subject><subject>Repetition</subject><subject>STEM Education</subject><subject>Student Evaluation of Teacher Performance</subject><subject>Students</subject><subject>Teacher Attitudes</subject><subject>Teacher Collaboration</subject><subject>Teaching</subject><subject>Team Teaching</subject><subject>Technology - education</subject><subject>Undergraduate Study</subject><issn>1931-7913</issn><issn>1931-7913</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNpVkU1vEzEQhi0EoqVw5QbykcsGj521vVyqEi1fCgKJ9Gw59uzGsLGLvRvEv2ertFE5zUjzzDMjvYS8BLYA0Oqt2-KC84rpioFsHpFzaARUqgHx-EF_Rp6V8pOxpWRQPyVnQtZSsLo-J79WqdqgdbsQexoivY4ec5-tn-yI9Mem_UpbPzk7hhTf0Su6xgNm2qVMv6O3feqDswNd7WzskY7pj82etofgMTqs3tuCnt7rL5-TJ50dCr64qxfk-kO7WX2q1t8-fl5drSu3BDFWHZNCo2863TAJlmkNSjq-9VI58MhBbZdONbxB5cHV4FjnubZKIDAnpRAX5PLovZm2e_QO45jtYG5y2Nv81yQbzP-TGHamTwcDjKklV3I2vLkz5PR7wjKafSgOh8FGTFMxXNUagMtaz-jiiLqcSsnYne4AM7cRmTkiw7lh2txGNC-8fvjdCb_PZAZeHQHMwZ3G7RcQGmqlxD9iepY5</recordid><startdate>20230301</startdate><enddate>20230301</enddate><creator>Haag, Kirstin</creator><creator>Pickett, Sarah B</creator><creator>Trujillo, Gloriana</creator><creator>Andrews, Tessa C</creator><general>American Society for Cell Biology</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20230301</creationdate><title>Co-Teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?</title><author>Haag, Kirstin ; 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subjects | Attitude Change College Faculty Educational Change Engineering - education Evidence Based Practice Expertise Faculty General s and Humans Interaction Knowledge Level Mathematics Reflective Teaching Repetition STEM Education Student Evaluation of Teacher Performance Students Teacher Attitudes Teacher Collaboration Teaching Team Teaching Technology - education Undergraduate Study |
title | Co-Teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching? |
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