scholarly journals FORMAÇÃO, SABERES E PRÁTICAS DE ENSINO DOS PROFESSORES DA DISCIPLINA DE DIDÁTICA: estado da questão

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Renata Rosa Russo Pinheiro Costa Ribeiro ◽  
Rachel Rachelley Matos Monteiro ◽  
Antonio Germano Magalhães Júnior
Keyword(s):  
Teaching Practices ◽  
Graduate Program ◽  
Question Type ◽  
University Teaching ◽  
Theoretical Contribution ◽  
Research Theme ◽  
Bibliographical Survey ◽  
Investigación Cualitativa ◽  
Knowledge And Practice ◽  
Object Of Study

A temática de investigação versa sobre formação de professores situada como parte central dos debates acerca do desenvolvimento profissional e do trabalho docente. Este artigo teve como objetivo analisar as contribuições das pesquisas sobre formação, saberes e práticas de ensino dos professores da disciplina de Didática nos cursos de licenciatura. Teve como objeto de estudo formação, saberes e práticas de ensino dos professores de Didática na docência universitária. Como metodologia, utilizou-se a pesquisa qualitativa por meio de levantamento bibliográfico, realizado em diferentes instrumentos de busca do tipo Estado da Questão com coleta de dados realizada no Banco de Teses da CAPES, Biblioteca Digital Brasileira de Dissertações e Teses (BDTD), periódicos, anais de eventos científicos e dissertações do Programa de Pós-Graduação em Educação (PPGE) da UECE. O aporte teórico ancorou-se em Gauthier et al (2013), Nóbrega-Therrien e Therrien (2010), Tardif (2010), Sacristán (1999) dentre outros. Conclui-se sobre a necessidade formativa dos professores da disciplina de Didática para o fortalecimento dos saberes pedagógicos tecida no diálogo compartilhado com outros pesquisadores que possibilitarão novas descobertas acerca da formação, dos saberes e da prática dos professores no campo da Didática.Palavras-chave: Formação. Saberes. Práticas de Ensino. Didática.TRAINING, KNOWLEDGE AND PRACTICE OF TEACHING TEACHERS OF THE DIDACTIC DISCIPLINE: state of questionAbstractThe research theme is about teacher training as the central part of the debates about professional development and teaching work. This article aimed to analyze the contributions of research on training, knowledge and teaching practices of teachers of the didactics course in undergraduate courses. The object of study was training, knowledge and teaching practices of didactic teachers in university teaching. As a methodology, qualitative research was used by means of a bibliographical survey, carried out in different search tools of the State of the Question type, with data collection carried out at the Bank of Theses of CAPES, Brazilian Digital Library of Dissertations and Theses (BDTD), periodicals , annals of scientific events and dissertations of the Graduate Program in Education (PPGE) of UECE. The theoretical contribution was anchored in Gauthier et al (2013), Nóbrega-Therrien and Therrien (2010), Tardif (2010), Sacristán (1999) among others. We conclude on the formative need of the teachers of the didactic discipline to strengthen the pedagogical knowledge woven in the shared dialogue with other researchers that will make possible new discoveries about the formation, the knowledge and the practice of the teachers in the field of Didactics.Key-words: Formation. Knowledge. Teaching Practices. Didactics.FORMACIÓN, SABERES Y PRÁCTICAS DE ENSEÑANZA DE LOS PROFESORES DE LA DISCIPLINA DE DIDÁCTICA: estado de la questiónResumenLa temática de investigación versa sobre formación de profesores situada como parte central de los debates acerca del desarrollo profesional y del trabajo docente. Este artículo tuvo como objetivo analizar las contribuciones de las investigaciones sobre formación, saberes y prácticas de enseñanza de los profesores de la disciplina de Didáctica en los cursos de licenciatura. En el caso de los profesores de Didáctica en la docencia universitaria, tuvo como objeto de estudio formación, saberes y prácticas de enseñanza de los profesores de Didáctica. Como metodología, se utilizó la investigación cualitativa por medio de levantamiento bibliográfico, realizado en diferentes instrumentos de búsqueda del tipo Estado de la Cuestión con recolección de datos realizada en el Banco de Tesis de la CAPES, Biblioteca Digital Brasileña de Disertaciones y Tesis (BDTD), periódicas , anales de eventos científicos y disertaciones del Programa de Postgrado en Educación (PPGE) de la UECE. El aporte teórico se ancló en Gauthier et al (2013), Nóbrega-Therrien y Therrien (2010), Tardif (2010), Sacristán (1999) entre otros. Se concluye sobre la necesidad formativa de los profesores de la disciplina de Didáctica para el fortalecimiento de los saberes pedagógicos tejida en el diálogo compartido con otros investigadores que posibilitará nuevos descubrimientos acerca de la formación, de los saberes y de la práctica de los profesores en el campo de la Didáctica.Palabras clave: Formación. Conocimiento. Prácticas de Enseñanza. Didáctica.

scholarly journals O QUE REVELAM AS PESQUISAS SOBRE AS CLASSES MULTISSERIADAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL DA EJA?

2019 ◽  
Vol 2 (2) ◽  
pp. 0175-0189
Author(s):  
Ada Guimarães Ribeiro ◽  
Regina Magna Bonifácio de Araújo
Keyword(s):  
Graduate Program ◽  
Teaching Practice ◽  
School Life ◽  
Teaching Role ◽  
Education Today ◽  
Present Part ◽  
The Subject ◽  
Object Of Study ◽  
Subject Making ◽  
Selection Of

RESUMO: Este trabalho traz como objeto de estudo as Classes Multisseriadas na Educação de Jovens e Adultos. A Educação de Jovens e Adultos- EJA, é uma modalidade de ensino ainda hoje, alvo de intensas pesquisas e indagações no cenário educacional brasileiro. O objetivo desta investigação é apresentar as pesquisas educacionais desenvolvidas sobre o objeto de estudo acima citado, para assim, traçarmos um panorama do que já foi produzido sobre a temática, fazendo em seguida uma seleção das pesquisas realizadas entre os anos de 2010 a 2017 no país. Pretendemos com este estudo, apresentar parte do referencial teórico utilizado para fundamentar as bases da pesquisa de Mestrado, intitulada A prática docente na EJA multisseriada no programa de Pós-Graduação/ Mestrado em Educação da Universidade Federal de Ouro Preto-MG. A pesquisa procura investigar como se dá o processo de ensino em Classes Multisseriadas nos anos iniciais do Ensino Fundamental da EJA, mostrando o quão se faz importante refletir e revelar o papel docente nos contextos escolares pesquisados afim de compreender o cotidiano escolar desta modalidade de ensino. Foi realizado um estudo do tipo Estado do Conhecimento, onde foi possível verificar um número reduzido de trabalhos que abordam a temática.ABSTRACT: This Job brings as object of study the Multiseriated Classes in the Education of Young people and Adults. The Education of Young and Adults - EJA, is still a modality of education today, object of intense researches and discussions in the Brazilian educational scene. The objective of this research is to present the educational researches developed about the object of study mentioned, so as to draw a panorama of what has been produced about the subject, making next a selection of the researches carried out between the years 2010 and 2017 in the country. Based on this study, present part of the theoretical framework used to support the bases of Master's research, entitled The teaching practice in the multiseriated, in the Graduate Program / Masters in Education of the Federal University of Ouro Preto- MG. The research seeks to investigate how the teaching process occurs in Multiseriated Classes in the initial years of EJA's Elementary School, showing how important it is to reflect and reveal the teaching role in the researched school contexts in order to understand more about the daily school life of this modality teaching. A study of the Knowledge State type was accomplished, being possible to verify a reduced number of works that discuss the theme.

scholarly journals The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science

2014 ◽  
Vol 13 (3) ◽  
pp. 552-569 ◽  
Author(s):  
Carl Wieman ◽  
Sarah Gilbert
Keyword(s):  
Teaching Practices ◽  
University Teaching ◽  
Mathematics Courses ◽  
College And University ◽  
University Instructors ◽  
And Mathematics ◽  
High Degree ◽  
Mathematics And Science ◽  
Use Of Research ◽  
Science Disciplines

We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices.

The self-care Theory of Orem and its applicability as a theoretical framework: analysis of a survey

2011 ◽  
Vol 5 (4) ◽  
pp. 896
Author(s):  
Mabel Maria Marques Pereira ◽  
Suênia Silva de Mesquita Xavier ◽  
Maria Gorete Pereira de Araújo ◽  
Cecília Nogueira Valença ◽  
Rejane Maria Paiva de Menezes ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Work Experience ◽  
Graduate Program ◽  
Self Care ◽  
Rio Grande ◽  
Theoretical Models ◽  
Framework Analysis ◽  
Research Education ◽  
Conceptual Structures ◽  
Object Of Study

ABSTRACTObjective: to evaluate the logic and consistency of use of the Nursing theory as a conceptual framework for a research paper. Method: this is a descriptive and analytical study of a dissertation of a graduate Program in Nursing at the Universidad Federal do Rio Grande do Norte, which used the theory as a conceptual framework of nursing care, Dorothea Orem, and its application in nursing practice. The guidelines were used for critical theoretical or conceptual structures. Results: the conceptual framework used as a reference of this research and the focus of its object of study favor the observation, which is possible to raise awareness on the need to promote and guide the care by all those who play a role as caregiver. Conclusion: the applicability of theoretical models and conceptual research, education, and work experience enables validation, assistance, and interpretation of the activities performed by nurses, promoting the building of knowledge and its justification as a science. Descriptors: self care; nursing; research. RESUMOObjetivo: avaliar a lógica e a coerência do uso da teoria de Enfermagem como marco conceitual de um trabalho de pesquisa. Método: pesquisa descritiva e analítica de uma dissertação do Programa de Pós-Graduação em Enfermagem da Universidade Federal do Rio Grande do Norte, que utilizou como marco conceitual a teoria de Enfermagem do autocuidado, de Dorothea Orem, e sua aplicação na prática de Enfermagem.  Foram utilizadas as diretrizes para a crítica das estruturas teóricas ou conceituais. Resultados: o marco conceitual utilizado como referencial desta pesquisa e o foco do seu objeto de estudo favorecem a observação de que é possível a conscientização relativa à necessidade de se promover e orientar o autocuidado, por parte de todos aqueles que exercem o papel de cuidador. Conclusão: a aplicabilidade dos modelos teórico-conceituais na pesquisa, no ensino e na prática profissional possibilita a validação, o auxílio e a interpretação das atividades desempenhadas pela Enfermagem, favorecendo a construção do conhecimento e a sua fundamentação enquanto ciência. Descritores: autocuidado; Enfermagem; pesquisa. RESUMENObjetivo: evaluar la lógica y la coherencia de la utilización de la teoría de la Enfermería como un marco conceptual para un trabajo de investigación. Método: estudio descriptivo y analítico en una tesis de un programa de postgrado en enfermería de la Universidad Federal do Rio Grande do Norte, que utilizó la teoría como un marco conceptual de los cuidados de Enfermería, de Dorotea Orem, y su aplicación en la práctica enfermera. Se utilizaron las directrices para la crítica de las estructuras teóricas o conceptuales. Resultados: el marco conceptual utilizado como referencia de la investigación y el enfoque de su objeto de estudio favorecen la observación de que es posible aumentar la conciencia sobre la necesidad de promover y orientar la atención de todos aquellos que desempeñan el papel de cuidador. Conclusión: la aplicabilidad de los modelos teóricos-conceptuales en la investigación, en la educación y en la práctica laboral permiten la validación, la asistencia y la interpretación de las actividades realizadas por las enfermeras, lo que favorece la promoción de la construcción del conocimiento y su justificación como una ciencia. Descriptores: autocuidado; Enfermería; investigación.

scholarly journals La evaluación formativa como innovación. Experiencias en una Facultad de Formación del Profesorado

2017 ◽  
Vol 4 (1) ◽  
pp. 45 ◽  
Author(s):  
Marta Capllonch Bujosa ◽  
Francesc Buscà Donet
Keyword(s):  
Teacher Training ◽  
Formative Assessment ◽  
Educational Institution ◽  
University Teaching ◽  
Desarrollo Profesional ◽  
Group Members ◽  
Object Of Study ◽  
Educación Primaria ◽  
The University ◽  
Los Grupos

Resumen: La evaluación en las Facultades de Formación del Profesorado supone la creencia de que la forma es el contenido, y que los que nos movemos en este tipo de entornos formativos disponemos de mayores y mejores recursos para afrontar la evaluación en la universidad. Sin embargo, la evaluación como objeto de estudio requiere, en esta o en cualquier otra institución educativa la recopilación de evidencias conforme da respuesta a una necesidad, y se adecua a un determinado contexto. En este trabajo se presenta el recorrido que ha realizado un grupo de innovación consolidado en evaluación formativa en la docencia universitaria de la Universidad de Barcelona, para llevar adelante sus sistemas de evaluación en diferentes grupos y asignaturas. Ciertamente, sus integrantes forman parte de estudios vinculados a la Formación de Maestros de Educación Primaria, pero no por ello se han formado o disponen de recursos que avalen una evaluación formativa, formadora, democrática y emancipadora como se requiere en el Espacio Europeo de Educación Superior. En primer lugar se presentan unas breves pinceladas de lo que supone innovar en la docencia universitaria, y de la evaluación como objeto de innovación. A continuación se exponen las diferentes líneas de trabajo llevadas a cabo hasta el momento, y sobre todo, y lo más importante, a modo de conclusiones, se muestran las opiniones de los participantes en la experiencia, sobre el papel que juegan los grupos de innovación en el desarrollo profesional de los docentes. The formative assessment as innovation. Formative and shared assessment experiences in a Faculty of Teacher Training Abstract: For many people the assessment in Faculties of Teacher Training supposes the belief that form is content, and that those of us who move in this type of formative environments have more and better resources to deal with the assessment in faculty. However the assessment as object of study requires in this or in any other educational institution the gathering of evidences as a response to a need and as adaptation in a given context. In this paper we present the trajectory that has made a consolidated innovation group in formative assessment in university teaching at the University of Barcelona, in order to further their assessment systems in different groups and subjects. It is true that its members are part of studies related to Teacher Training in Primary Education, although it does not mean that they have been trained or they have the resources to endorse a formative, democratic and emancipatory assessment as required in the European Higher Education Area. First we present a brief summery of what is innovation in university teaching, and assessment as an object of innovation. Then we explain the different lines of work carried out so far. Above all and most importantly we expose, by means of conclusion, what the group members consider that happens to those who live with innovation throughout their teaching.

scholarly journals Análise do reconhecimento laboral na perspectiva dos docentes de enfermagem

2021 ◽  
Vol 11 (33) ◽  
pp. 3-13
Author(s):  
Camila Arantes Ferreira Brecht D’Oliveira ◽  
Thereza Christina Mó y Mó Loureiro Varella ◽  
Carolina Cabral Pereira da Costa ◽  
Manoel Luís Cardoso Vieira ◽  
Sheila Nascimento Pereira de Farias ◽  
...  
Keyword(s):  
Interpersonal Relationships ◽  
Rio De Janeiro ◽  
Graduate Program ◽  
Individual Interview ◽  
Political Issues ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
Healthy Work ◽  
Investigación Cualitativa ◽  
Nursing Teachers

Analisar o reconhecimento do trabalho na perspectiva do docente de enfermagem em um contexto neoliberal. Pesquisa qualitativa, descritiva, realizada em duas faculdades de enfermagem públicas e federais, no Rio de Janeiro, com 27 docentes. A coleta de dados ocorreu por meio de uma entrevista individual semiestruturada, nos meses de maio e junho de 2016. Os docentes expuseram que o reconhecimento se apresenta maior e mais perceptível quando os discentes têm afinidade pela área de atuação do professor e também pelos orientandos. Alguns docentes apontaram que àqueles inseridos no programa de pós-graduação são mais valorizados se comparados aos atuantes na graduação. O reconhecimento advindo do bom ambiente de trabalho, por vezes, não é enfatizado em razão de algumas fragilidades de relacionamento interpessoal e por questões políticas. Faz-se necessário um esforço dos próprios docentes e dos gestores das instituições para a construção de um ambiente de trabalho salutar.Descritores: Enfermagem; Docentes; Saúde do trabalhador. Analysis of labor recognition from the perspective of nursing professorsAbstract: To analyze the recognition of work from the perspective of nursing teachers in a neoliberal context. Qualitative, descriptive research, carried out in two public and federal nursing colleges, in Rio de Janeiro, with 27 professors. Data collection took place through a semi-structured individual interview, in the months of May and June 2016. The professors explained that the recognition is greater and more noticeable when the students have an affinity for the professor's field of work and also for the fellows. Some professors pointed out that those included in the graduate program are more valued when compared to those working in the undergraduate program. The recognition arising from the good work environment is sometimes not emphasized due to some weaknesses in interpersonal relationships and political issues. It is necessary to make an effort by the teachers and the managers of the institutions to build a healthy work environment.Descriptors: Nursing; Teachers; Worker's health. Análisis del reconocimiento laboral desde la perspectiva de los profesores de enfermeríaResumen: Analizar el reconocimiento del trabajo desde la perspectiva de los profesores de enfermería en un contexto neoliberal. Investigación cualitativa, descriptiva, realizada en dos colegios públicos y federales de enfermería, en Río de Janeiro, con 27 profesores. La recopilación de datos se realizó a través de una entrevista individual semiestructurada, en los meses de mayo y junio de 2016. Los profesores explicaron que el reconocimiento es mayor y más notable cuando los estudiantes tienen afinidad por el área de actividad del maestro y también por el estudiante. Algunos profesores señalaron que los que se insertan en el programa de posgrado son más valorados en comparación con los que trabajan en el programa de pregrado. El reconocimiento que surge del buen ambiente de trabajo a veces no se enfatiza debido a algunas debilidades en las relaciones interpersonales y los problemas políticos. Es necesario que los docentes y los gerentes de las instituciones hagan un esfuerzo para construir un ambiente de trabajo saludable.Descriptores: Enfermería; Maestros Salud del trabajador.

scholarly journals Opinions of Future Teachers on Training in Social Sciences Didactics

2021 ◽  
Vol 6 ◽  
Author(s):  
María del Mar Felices-De la Fuente ◽  
Álvaro Chaparro-Sainz
Keyword(s):  
Social Sciences ◽  
Teaching Practices ◽  
Collaborative Work ◽  
University Teaching ◽  
Controversial Issues ◽  
Future Teachers ◽  
Specific Content ◽  
Spanish Universities ◽  
The University

At present, an understanding of the teaching practices at university and the opinion of students about these practices is limited, at least in certain knowledge areas. Given this diagnosis and in the context of Social Sciences Didactics, we consider it important to analyze teaching practices and how they impact future teachers. Consequently, concerned about the quality of training offered to students, this study aims to know their opinion about which teaching practices they consider most appropriate to train in Social Sciences Didactics, once they finish the subjects related to this area. To this end, a non-experimental quantitative design has been used, involving collecting information through a questionnaire completed by 875 students from seven Spanish universities studying for the Degree in Primary Education. The data was analyzed from a triple perspective, an analysis of the descriptive statistics of the items contemplated in this research, the existing correlations between them, and a statistical analysis based on the gender variable. The results show that the treatment of controversial issues and the didactic outings outside the university classroom are the strategies most valued by the students in teaching specific content of the subject Social Sciences Didactics. The results also show significant differences in the responses to each item depending on the gender variable. We conclude that students widely value university teaching practices related to implementing active methodologies, analyzing current social and environmental issues, and collaborative work dynamics. Likewise, it is observed that women have, on the whole, a better opinion than men regarding these types of methodologies and strategies.

scholarly journals Knowledge and Practice on Prevention of Complications of Diabetes Mellitus among Patients with Diabetes in a Tertiary Hospital

2019 ◽  
Vol 41 (2) ◽  
pp. 50-55
Author(s):  
Om K Acharya ◽  
Takma KC ◽  
Krishna D Shrestha
Keyword(s):  
Diabetes Mellitus ◽  
Diabetic Complications ◽  
Sampling Technique ◽  
Structured Interview ◽  
University Teaching ◽  
Diabetic Patients ◽  
Cross Sectional ◽  
Complications Of Diabetes ◽  
Adequate Knowledge ◽  
Knowledge And Practice

Introduction: Diabetes is a major contributing factor for overall health status, morbidity, mortality and quality of life. Adequate knowledge and sufficient practice can prevent many possible diabetic complications. Hence, the objective of this study was to find out the knowledge and practice regarding prevention of complications of diabetes among diabetic patients. Methods: A descriptive, cross sectional design was carried out in Tribhuvan University Teaching Hospital Kathmandu (TUTH). A total 124 diabetic patients who came for follow-up in endocrine Out Patient Department were selected through purposive sampling technique by using pre-tested structured interview schedule during four weeks. Data was analyzed by using the descriptive and inferential statistics with the help of Statistical Package of Social Science (SPSS) version 16. Results: The study findings showed that 24.2% respondents had adequate knowledge about complications. More than half of the respondents had sufficient practice (52.4%) regarding prevention of diabetic complications. Association between knowledge and selected variables showed that sex and education level tends to be significantly associated and regarding practice, area of residence and duration of illness were significantly associated (p<0.05). There was a statistically significant (p<0.001) and average positive relationship (r=0.605) was found between knowledge and practice. Conclusion: The study concluded that though only few respondents had adequate knowledge, more than half of the respondents had sufficient practice regarding preventing complications. This finding suggests awareness program regarding prevention of complications of diabetes mellitus should be launched periodically to increase knowledge and sufficient practice on prevention of diabetic complications.

scholarly journals Is the role of academics as teachers changing? An exploratory analysis in Italian universities

2019 ◽  
Vol 6 (2) ◽  
pp. 97-126
Author(s):  
Giovanni Barbato ◽  
Roberto Moscati ◽  
Matteo Turri
Keyword(s):  
Learning Styles ◽  
Teaching Practices ◽  
Modern Society ◽  
Two Dimensions ◽  
University Teaching ◽  
Economic Changes ◽  
Teacher Student ◽  
The Face ◽  
Professional Profile ◽  
Student Relationship

University teaching is under pressure to evolve in line with the social, cultural and economic changes of modern society. This process inevitably affects the professional profile of academics since it creates an increasing tension between the traditional modes of teaching and the learning styles and professional expectations of students. This article analyses, both theoretically and empirically, the process of change of university teachers in the face of today’s challenges. The empirical analysis is based on the Italian university system, which has always been characterised by an overall reluctance to reforms. This article presents a theoretical framework based on two dimensions, i.e., the teacher/university relationship and the teacher/student relationship, to investigate the evolution of the professional profile of academics as teachers on the basis of seven teaching practices identified in the literature. The findings show that, besides some limits that are specific to professional bureaucracies, the support of universities is fundamental to promote innovation in teachers’ teaching practices, which are otherwise regulated and shaped only by their disciplinary community.Received: 14 January 2019Accepted: 27 March 2019Published online: 29 May 2019

scholarly journals Active University Teaching and Engaged Student Learning: A Mixed Methods Approach

2018 ◽  
Vol 18 (4) ◽  
Author(s):  
Celeste A. Wheat ◽  
Yan Sun ◽  
Jessica C. Wedgworth ◽  
Martha M. Hocutt
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Learning Experience ◽  
The United States ◽  
University Teaching ◽  
Future Research ◽  
Learning Center ◽  
Learning Space ◽  
Space Design ◽  
New Information

The purpose of this research was to examine how learning space design and implementation of an active learning pedagogy based on the 5E Instructional Model influence university faculty’s teaching practices and students’ engagement. Faculty Fellows were recruited from a public, medium-sized university in the United States to teach courses, typically taught in a traditional classroom setting, in a new Active Learning Center (ALC) classroom.  The classroom was funded by a Steelcase® Education Active Learning Center Grant that provided innovative and dynamic classroom furnishings and technology that allowed mobility and flexibility for both instructors and students.  Quantitative and qualitative data were collected concurrently in this study.  The quantitative analysis results indicated that the ALC learning experience significantly improved students’ class participation and cognitive attentiveness, but had no effect on improving their meaningful processing of new information.  The qualitative analysis results, while providing new insights into the quantitative findings, revealed the faculty fellows’ changes and weaknesses in teaching practices and the mechanism of the ALC in supporting active learning. Implications of these findings and directions for future research are discussed. 

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