Latent Variables Associated With the Beliefs and Teaching Practices of Postsecondary Instructors Who Teach Introductory Physics

• In Event: Teaching Across Differing STEM Contexts

Abstract

Introductory physics courses suffer high failure rates yet are slow to adopt innovative teaching strategies. Secondary analysis of Survey of Instructional Practices in Introductory Chemistry, Mathematics, and Physics revealed four latent classes of introductory physics instructors using items measuring workplace socialization. Membership in these four latent classes predicted statistically significant differences in beliefs about instruction and self-reported instructional practices. “Research-intensive” instructors held the most regressive beliefs about student learning and effective instruction while “teaching-intensive” instructors had the most supportive. We interpret these findings using differential organizational socialization and Role Theory. Differentiating professional development for the four latent classes of instructors may better support innovative teaching practice and reduce failure in this STEM gatekeeper course.

Authors

• Claudine McLaren Turner, University of Central Florida

• David N. Boote, University of Central Florida