如何将主动教学与物理教师结合：警惕无力感
How to Engage Active Pedagogy with Physics Faculty: Watch Out for Powerlessness
AI总结：
研究发现大学物理教师因感到无力而持续使用讲座教学，需通过增强其改变教学方法的信心来促进主动教学的采用。
摘要：
尽管大量研究表明，无论是在何种层次的STEM课程中，学生通过主动学习比通过讲座学习效果更好，但大学物理和天文学（P&A）教师继续主要使用以教师为中心的讲座教学方法。研究方法包括对八名教师的答复和对五名自认为主要使用讲座教学的教师的访谈，以确定他们对为何使用讲座教学的看法。在分析编码过程中，结果显示了一个未被现有文献充分代表的主题跃居首位：这些教师中许多人感到教学决策超出了他们的控制范围。结论指出，提出了一种扎根理论，即这些教师感到有一种无力感。给出的理由包括管理者常根据学校的财务需求做决定，这迫使教师使用讲座作为主要教学方法。意义包括提供主动教学的专业发展可能不足以帮助教师改变教学方法，因为他们可能需要被说服他们有改变的权力，并能在自己的个人约束和环境中使用以学生为中心的主动学习教学方法。理解一些教师可能在选择如何教学时感到无力，是专业发展提供者确保教师有发言权并能为自己的课堂选择最佳教学方法的重要一步。
英文摘要：
Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use teacher-focused, lecture pedagogy in their classes. Methods include answers from eight faculty members, and interviews with five faculty members who self-identified as primarily using lecture were conducted to determine their perceptions of why they use lecture. During analysis coding, results show that an unanticipated theme not sufficiently represented in the pre-existing literature rose to the forefront: that many of these faculty members feel the decision of pedagogy is out of their control. In conclusion, a grounded theory was developed and is proposed herein that these faculty feel a sense of powerlessness. Reasons offered include administrators often make decisions based on the financial needs of the school, which then force the faculty into using lecture as their primary pedagogy. Implications include that providing professional development in active pedagogies may not be sufficient to help faculty members change pedagogy, as they may need to be convinced that they have the power to make change and use student-centered, active learning pedagogies within their own individual constraints and settings. Understanding that some instructors may feel powerless in choosing how to teach is an important step for professional development providers toward ensuring that faculty have a voice and can choose the best teaching methods for their classrooms.
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