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Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors
This paper presents community college (CC) instructors’ responses to the Community College Anatomy and Physiology Educational Research (CAPER) project, a professional development program focused on active learning and educational research. We engage with conceptual change theory to better understand...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8715805/ https://www.ncbi.nlm.nih.gov/pubmed/34424756 http://dx.doi.org/10.1187/cbe.21-02-0037 |
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author | Hyson, Audrey Rose Bonham, Branden Hood, Suzanne Deutschman, Megan C. Seithers, Laura C. Hull, Kerry Jensen, Murray |
author_facet | Hyson, Audrey Rose Bonham, Branden Hood, Suzanne Deutschman, Megan C. Seithers, Laura C. Hull, Kerry Jensen, Murray |
author_sort | Hyson, Audrey Rose |
collection | PubMed |
description | This paper presents community college (CC) instructors’ responses to the Community College Anatomy and Physiology Educational Research (CAPER) project, a professional development program focused on active learning and educational research. We engage with conceptual change theory to better understand why and how CC instructors shifted their perspectives toward active learning. Qualitative data indicate that the participating CC instructors experienced pedagogical discontentment, leading to increased positive beliefs about active learning and educational research. In addition, we find that CC instructors have continued their pursuit of pedagogical change and educational research through communities of practice, which provide positive learning environments. |
format | Online Article Text |
id | pubmed-8715805 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-87158052022-01-10 Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors Hyson, Audrey Rose Bonham, Branden Hood, Suzanne Deutschman, Megan C. Seithers, Laura C. Hull, Kerry Jensen, Murray CBE Life Sci Educ Article This paper presents community college (CC) instructors’ responses to the Community College Anatomy and Physiology Educational Research (CAPER) project, a professional development program focused on active learning and educational research. We engage with conceptual change theory to better understand why and how CC instructors shifted their perspectives toward active learning. Qualitative data indicate that the participating CC instructors experienced pedagogical discontentment, leading to increased positive beliefs about active learning and educational research. In addition, we find that CC instructors have continued their pursuit of pedagogical change and educational research through communities of practice, which provide positive learning environments. American Society for Cell Biology 2021 /pmc/articles/PMC8715805/ /pubmed/34424756 http://dx.doi.org/10.1187/cbe.21-02-0037 Text en © 2021 A. R. Hyson et al. CBE—Life Sciences Education © 2021 The American Society for Cell Biology. "ASCB®" and "The American Society for Cell Biology®" are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/3.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License. |
spellingShingle | Article Hyson, Audrey Rose Bonham, Branden Hood, Suzanne Deutschman, Megan C. Seithers, Laura C. Hull, Kerry Jensen, Murray Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors |
title | Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors |
title_full | Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors |
title_fullStr | Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors |
title_full_unstemmed | Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors |
title_short | Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors |
title_sort | professional development, shifting perspectives, and instructional change among community college anatomy and physiology instructors |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8715805/ https://www.ncbi.nlm.nih.gov/pubmed/34424756 http://dx.doi.org/10.1187/cbe.21-02-0037 |
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