Although the use of active learning pedagogies in college science courses has been demonstrated to improve student learning and engagement, lecture‐based methods still feature predominantly across university courses. Often lacking meaningful opportunities to learn about and test out new pedagogies, faculty have been slow to adopt and enact new teaching practices. Partnerships in which faculty facilitate teacher professional development may provide an important space for faculty learning and innovation related to college instruction. There is a large body of research examining the impact of such partnerships on teacher instructional change; however, few studies consider the impact of these programs on the instructional practices of science faculty. Moreover, existing studies lack theoretical frames to elucidate the various processes that shape faculty adoption of new teaching practices. This qualitative study examines the processes by which science faculty reshape their pedagogical practices through facilitating professional development for K–12 teachers, and how individual characteristics, social interactions, and organizational contexts influence their choices. We use a theoretical framework that affords an understanding of the iterative process and multiple factors that influence shifts in instructional practice. Implications of findings for grant‐writing and professional development that foster opportunities for relationship building and learning among faculty and teachers are discussed.
Hayes, K. N., Inouye, C., Bae, C. L., & Toven‐Lindsey, B. (2021). How facilitating K–12 professional development shapes science faculty's instructional change. Science Education, 105(1), 99-126.