Using the Real-time Instructor Observing Tool (RIOT) for Reflection on Teaching Practice

• Cassandra Paul ^[1] ; Emily West ^[2]
  1. [1] San Jose State University

     San Jose State University

     Estados Unidos

     
  2. [2] Humbolt, CA
• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 56, Nº. 3, 2018, págs. 139-143
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • As physics educators, we are constantly looking for ways to improve our practice. There are many different kinds of professional development opportunities that have been shown to help us with this endeavor. We can seek assistance from professionals, like mentor teachers or centers for faculty development, we can attend workshops to learn new curricula or pedagogical skills, and we can engage in learning communities to develop shared visions and become more reflective educators. However, when these activities end, what can we do on our own to continue to improve? How can we track our improvement? And perhaps even most importantly, what can we do when these resources aren’t available to us? While publications like The Physics Teacher offer excellent pedagogical practices we can try out in the classroom, how do we get feedback on what we decide to implement?