WHAT EXPERIENCES INFLUENCE THE DEVELOPMENT OF REFORMED TEACHING BELIEFS AMONG FUTURE GEOSCIENCE PROFESSORS?
We analyzed data from a population of 60 potential future faculty who were representative of a larger population of more than 600 graduate students and post-docs who completed the Beliefs about Reformed Teaching and Learning (BARSTL) survey. We utilized the Teacher Belief Interview (TBI), a semi-structured interview with coding maps to explore the epistemological beliefs of these 60 graduate students and post-docs. The pedagogical beliefs of instructors impact how they structure their courses and whether they choose to use research-validated teaching methods that have been shown to improve student learning. The interview allows for in-depth exploration of participants’ teaching beliefs. TBI results show that participation in any professional development related to teaching beyond a short, required teaching assistant orientation has a significant (p=0.025) impact on TBI score with a large effect size (Cohen’s d=0.65). The length of the experience is also influential. Participation in a semester-long experience is significant (p=0.008) with very large effect size (Cohen’s d=0.97). We will present the qualitative analysis of interview data to discuss how we can best prepare our graduate students and post-docs for success in future careers.