The interplay of postsecondary science educators’ problems of practice and competencies: informing better intervention designs

Abstract

Research has focused on identifying and overcoming determinants that impede widespread adoption of instructional interventions, with little empirical examination of postsecondary educators’ perceptions about these interventions. We explored postsecondary biology educators’ sensemaking of education improvement interventions targeting undergraduate level teaching practices at three research universities in North America. We report that educators’ sensemaking regarding interventions is situated at the intersection of their felt problems of practice and professional competencies, or what collectively might be labeled postsecondary biology educators’ focal practices, that we explore in turn. These include findings not previously identified in the literature of the choices faculty make concerning interventions they select to engage with and practice revisions they engage in. Towards encouraging more educators perceiving interventions as affordances for teaching improvement, we propose that designers of future education improvement interventions keep in mind the interplay of such perceived contextual and competency-based affordances when designing intervention features.

Keywords:

• Postsecondary science
• teaching
• improvement interventions
• focal practices

Acknowledgements

This work is based upon work supported, in part, by the National Science Foundation under Grants #1,347,817 and #1,224,624. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.