Building bridges: a review and synthesis of research on teaching knowledge for undergraduate instruction in science, engineering, and mathematics
Tóm tắt
Here, we systematically review research on teaching knowledge in the context of undergraduate STEM education, with particular attention to what this research reveals about knowledge that is important for evidence-based teaching. Evidence-based teaching can improve student outcomes in undergraduate STEM education. However, the enactment of promising evidence-based teaching strategies depends greatly on the instructor and potentially on the teaching knowledge they are able to deploy. The review includes an overview of prevalent teaching knowledge theory, including pedagogical content knowledge, mathematical knowledge for teaching, and pedagogical knowledge. We compare and contrast teaching knowledge theory and terminology across STEM disciplines in order to build bridges for researchers across disciplines. Our search for peer-reviewed investigations of teaching knowledge in undergraduate science, engineering and mathematics yielded 45 papers. We examined the theoretical frameworks used in each study and analyzed study approaches, comparing across disciplines. Importantly, we also synthesized findings from research conducted in the context of evidence-based teaching. Overall, teaching knowledge research is sparse and siloed by discipline, and we call for collaborative work and better bridge-building across STEM disciplines. Though disciplinary divergences are common in discipline-based education research, the effect is magnified in this research area because the theoretical frameworks are themselves siloed by discipline. Investigations of declarative knowledge were common, and we call for increased attention to knowledge used in the practice of teaching. Finally, there are not many studies examining teaching knowledge in the context of evidence-based teaching, but the existing work suggests that components of pedagogical content knowledge, pedagogical knowledge, and content knowledge influence the implementation of evidence-based teaching. We describe implications for future teaching knowledge research. We also call on those who develop and test evidence-based strategies and curriculum to consider, from the beginning, the teaching knowledge needed for effective implementation.
Tài liệu tham khảo
Alonzo, A. C., & Kim, J. (2016). Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods. Journal of Research in Science Teaching, 53(8), 1259–1286. https://doi.org/10.1002/tea.21271
Anderson, W. A., Banerjee, U., Drennan, C. L., Elgin, S. C. R., Epstein, I. R., Handelsman, J., Hatfull, G. F., Losick, R., O’Dowd, D. K., Olivera, B. M., Strobel, S. A., Walker, G. C., & Warner, I. M. (2011). Changing the culture of science education at research universities. Science, 331(6014), 152–153.
Andrews, T., Auerbach, A., & Grant, E. F. (2019). Exploring the relationship between teacher knowledge and active-learning implementation in large college biology courses. CBE Life Sciences Education, 18(4), 1–17. https://doi.org/10.1187/cbe.19-01-0010
Andrews, T., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active learning not associated with student learning in a random sample of college biology courses. CBE Life Sciences Education, 10(4), 394–405. https://doi.org/10.1187/cbe.11-07-0061
Auerbach, A. & Andrews, T. (2018). Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking. International Journal of STEM Education, 5(1).
Auerbach, A., Higgins, M., Brickman, P., & Andrews, T. (2018). Teacher knowledge for active-learning instruction: Expert–novice comparison reveals differences. CBE Life Sciences Education, 17(1), 1–14. https://doi.org/10.1187/cbe.17-07-0149
Baldwin, N., & Orgill, M. K. (2019). Relationship between teaching assistants’ perceptions of student learning challenges and their use of external representations when teaching acid-base titrations in introductory chemistry laboratory courses. Chemistry Education Research and Practice, 20(4), 821–836. https://doi.org/10.1039/c9rp00013e
Ball, D. L., Hoover Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.
Beach, A. L., Henderson, C., & Finkelstein, N. (2012). Facilitating change in undergraduate STEM education. Change the Magazine of Higher Learning, 44(6), 52–59.
Berry, A., Friedrichsen, P. J. & Loughran, J. (2015). Re-examining pedagogical content knowledge in science education (A. Berry, P. J. Friedrichsen, & J. Loughran (eds.)). Routledge.
Bolitzer, L. A. (2021). “A Two-Way Street”: Adjunct faculty’s learning from and with students about subject matter. College Teaching. https://doi.org/10.1080/87567555.2021.1901067
Bond-Robinson, J. (2005). Identifying pedagogical content knowledge (PCK) in the chemistry laboratory. Chemistry Education Research and Practice, 6(2), 83–103. https://doi.org/10.1039/B5RP90003D
Brickman, P., Gormally, C., & Martella, A. M. (2016). Making the grade: Using instructional feedback and evaluation to inspire evidence-based teaching. CBE Life Sciences Education, 15(4), 1–14. https://doi.org/10.1187/cbe.15-12-0249
Brown, S., Pitvorec, K., Ditto, C., & Kelso, C. R. (2009). Reconceiving fidelity of implementation: An investigation of elementary whole-number lessons. Journal for Research in Mathematics Education, 40(4), 363–395.
Buxton, C. A., Allexsaht-Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y. J., & Cohen, A. (2015). Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment. Journal of Research in Science Teaching, 52(4), 489–502. https://doi.org/10.1002/tea.21223
Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., Carpendale, J., Chan, K. K. C., Cooper, R., Friedrichsen, P., Gess-Newsome, J., Henze-Rietveld, I., Hume, A., Kirschner, S., Liepertz, S., Loughran, J., Mavhunga, E., Neumann, K., Nilsson, P., ... & Wilson, C. D. (2019). The refined consensus model of pedagogical content knowledge in science education. In A. Hume, R. Cooper & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77–94). Springer.
Chan, K. K. H. & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated in empirical studies. In Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. https://doi.org/10.1007/978-981-13-5898-2_1
Chan, K. K. H., & Yung, B. H. W. (2015). On-site pedagogical content knowledge development. International Journal of Science Education, 8, 1246–1278.
Chan, K. K. H., & Yung, B. H. W. (2018). Developing pedagogical content knowledge for teaching a new topic: More than teaching experience and subject matter knowledge. Research in Science Education, 48(2), 233–265. https://doi.org/10.1007/s11165-016-9567-1
Chase, A., Pakhira, D., & Stains, M. (2013). Implementing process-oriented, guided-inquiry learning for the first time: Adaptations and short-term impacts on students’ attitude and performance. Journal of Chemical Education, 90(4), 409–416.
Cohen, D. K. & Ball, D. L. (Eds.). (1990). Educational Evaluation and Policy Analysis (Vol. 12, Issue 3).
Connor, M. C., & Shultz, G. V. (2018). Teaching assistants’ topic-specific pedagogical content knowledge in 1H NMR spectroscopy. Chemistry Education Research and Practice, 19(3), 653–669. https://doi.org/10.1039/c7rp00204a
Dancy, M., Henderson, C., & Turpen, C. (2016). How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction. Physical Review Physics Education Research, 12(1), 1–17. https://doi.org/10.1103/PhysRevPhysEducRes.12.010110
Daubenmire, P. L., Bunce, D. M., Draus, C., Frazier, M., Gessell, A., & van Opstal, M. T. (2015). During POGIL implementation the professor still makes a difference. Journal of College Science Teaching, 44(5), 72–81.
Delgado-Rebolledo, R., & Zakaryan, D. (2020). Relationships between the knowledge of practices in mathematics and the pedagogical content knowledge of a mathematics lecturer. International Journal of Science and Mathematics Education, 18(3), 567–587. https://doi.org/10.1007/s10763-019-09977-0
Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12–25. https://doi.org/10.1016/j.tate.2013.03.001
Deshler, J., Hauk, S., & Speer, N. (2015). Mathematics Graduate Students: Teaching Assistants (TAs) and Professional Development for Teaching in the U.S. Notices of the American Mathematical Society, 62(6), 638–643.
Fennema, E., Franke, M., Carpenter, T., & Carey, D. (1993). Using children’s mathematical knowledge in instruction. American Educational Research Journal, 30(3), 555–583.
Fernández-Balboa, J. M., & Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors. Teaching and Teacher Education, 11(3), 293–306.
Firouzian, S. & Speer, N. (2015). Integrated mathematics and science knowledge for teaching framework: Knowledge used in teaching applied derivative problems. In T. Fukawa-Connelly, N. Infante, K. Keene & M. Zandieh (Eds.), Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education (pp. 526–538).
Fortune, N. & Keene, K. A. (2019). A mathematician’s instructional change endeavors: Pursuing students’ mathematical thinking. In A. Weinberg, D. Moore-Russo, H. Soto & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 222–230).
Frank, B. & Speer, N. (2012). On the Job Learning: Instructors’ Development of Knowledge for Teaching. In Preparation for Submission to Cognition & Instruction.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
Ganter, S. (2001). Changing Calculus: A Report on Evaluation Efforts and National Impact from 1988 to 1998 (Vols. 56, MAA No). Mathematical Association of America.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181–187. https://doi.org/10.1207/s15430421tip4203_3
Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In J. L. A. Berry & P. Friedrichsen (Eds.), Reexamining pedagogical content knowledge in science education (pp. 28–42). Routledge.
Grossman, P. L., & Richert, A. E. (1988). Unacknowledged knowledge growth: A re-examination of the effects of teacher education. Teaching and Teacher Educationeacher Education, 4(1), 53–62.
Hale, L. V. A., Lutter, J. C., & Shultz, G. V. (2016). The development of a tool for measuring graduate students’ topic specific pedagogical content knowledge of thin layer chromatography. Chemistry Education Research and Practice, 17(4), 700–710. https://doi.org/10.1039/c5rp00190k
Hanauer, D. I., & Bauerle, C. (2015). The Faculty Self-Reported Assessment Survey (FRAS): Differentiating faculty knowledge and experience in assessment. CBE Life Sciences Education, 14(2), ar17.
Hauk, S., Toney, A., Jackson, B., Nair, R. & Tsay, J.-J. (2013). Illustrating A Theory of Pedagogical Content Knowledge for Secondary and Post-Secondary Mathematics Instruction. In S. Brown, G. Karakok, K. H. Roh & M. Oehrtman (Eds.), Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education (p. (2)363-(2)371).
Haynes, C., & Patton, L. D. (2019). From racial resistance to racial consciousness: Engaging white STEM faculty in pedagogical transformation. Journal of Cases in Educational Leadership, 22(2), 85–98. https://doi.org/10.1177/1555458919829845
Henderson, C., & Dancy, M. H. (2009). Impact of physics education research on the teaching of introductory quantitative physics in the United States. Physical Review Special Topics Physics Education Research, 5(2), 1–9. https://doi.org/10.1103/physrevstper.5.020107
Hill, H., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406.
Holdren, J. P. & Lander, E. S. (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics.
Hoover, M., Mosvold, R., Ball, D. L., & Lai, Y. (2016). Making progress on mathematical knowledge for teaching. The Mathematics Enthusiast, 13(1), 3–34.
Johnson, E. M. S. (2012). Mathematical Activity for Teaching. In S. Brown, S. Larsen, K. Marrongelle & M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education (p. (1)256-(1)269).
Johnson, E. M. S., Andrews-Larson, C., Keene, K., Melhuish, K., Keller, R., & Fortune, N. (2020). Inquiry and gender inequity in the undergraduate mathematics classroom. Journal for Research in Mathematics Education, 51(4), 504–516.
Johnson, E. M. S., & Larsen, S. (2012). Teacher listening: The role of knowledge of content and students. Journal of Mathematical Behavior, 31(1), 117–129. https://doi.org/10.1016/j.jmathb.2011.07.003
Kanter, D. E., & Konstantopoulos, S. (2010). The impact of a project-based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry-based practices. Science Education, 94(5), 855–887. https://doi.org/10.1002/sce.20391
Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586–614. https://doi.org/10.1002/tea.21378
König, J., Blömeke, S., Klein, P., Suhl, U., Busse, A., & Kaiser, G. (2014). Is teachers’ general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education, 38, 76–88.
Laursen, S. L., Hassi, M.-L., Kogan, M., & Weston, T. J. (2014). Benefits for women and men of inquiry-based learning in college mathematics: A multi-institution study. Journal for Research in Mathematics Education, 45(4), 406–418. https://doi.org/10.5951/jresematheduc.45.4.0406
Lawrie, G. A., Schultz, M., Bailey, C. H., & Dargaville, B. L. (2019). Personal journeys of teachers: An investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers. Chemistry Education Research and Practice, 20(1), 132–145. https://doi.org/10.1039/c8rp00187a
Lee, S. H., Keene, K. A., Lee, J. T., Holstein, K., Early, M. E. & Eley, P. (2009). Pedagogical content moves in an inquiry-oriented differential equations class: Purposeful decisions to further mathematical discourse. Proceedings of the 12th Annual Conference on Research in Undergraduate Mathematics Education.
Liang, B. (2019). Construction and application perspective: A review of research on teacher knowledge relevant to student-teacher interaction. In A. Weinberg, D. Moore-Russo, H. Soto & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp. 35–43).
Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391.
Luft, J. A., Kurdziel, J. P., Roehrig, G. H., & Turner, J. (2004). Growing a garden without water: Graduate teaching assistants in introductory science laboratories at a doctoral/research university. Journal of Research in Science Teaching, 41(3), 211–233.
Lutter, J. C., Hale, L. V. A., & Shultz, G. V. (2019). Unpacking graduate students’ knowledge for teaching solution chemistry concepts. Chemistry Education Research and Practice, 20(1), 258–269. https://doi.org/10.1039/c8rp00205c
Mack, M. R., & Towns, M. H. (2016). Faculty beliefs about the purposes for teaching undergraduate physical chemistry courses. Chemistry Education Research and Practice, 17(1), 80–99. https://doi.org/10.1039/c5rp00148j
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Kluwer.
Maries, A., & Singh, C. (2013). Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics. Physical Review Special Topics Physics Education Research, 9(2), 1–14. https://doi.org/10.1103/PhysRevSTPER.9.020120
Maries, A., & Singh, C. (2016). Teaching assistants’ performance at identifying common introductory student difficulties in mechanics revealed by the Force Concept Inventory. Physical Review Physics Education Research, 12(1), 1–26. https://doi.org/10.1103/PhysRevPhysEducRes.12.010131
Maries, A., & Singh, C. (2019). Exploring pedagogical content knowledge of physics instructors using the force concept inventory. AIP Conference Proceedings, 2109(June), 1–5. https://doi.org/10.1063/1.5110146
McCrory, R., Floden, R. E., Ferrini-Mundy, J., Reckase, M., & Senk, S. (2012). Knowledge of algebra for teaching: A framework of knowledge and practices. Journal for Research in Mathematics Education, 43(5), 584–615.
Miller, E. (2018). Mathematical Knowledge for Teaching Examples in Precalculus: A Collective Case Study. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro & S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 796–806).
Morine-Dershimer, G., & Kent, T. (1999). The complex nature and sources of teachers’ pedagogical knowledge. In J. Gess-Newsome & N. Lederman (Eds.), Examining Pedagogical Content Knowledge (pp. 21–50). Kluwer Academic.
Nuzzi, J., Murray, E. & Golnabi, A. (2020). Working Towards a Unifying Framework for Knowledge for Teaching Mathematics. In S. S. Karunakaran, Z. Reed & A. Higgins (Eds.), Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education (pp. 707–715).
Offerdahl, E. G., McConnell, M., & Boyer, J. (2018). Can i have your recipe? Using a fidelity of implementation (FOI) framework to identify the key ingredients of formative assessment for learning. CBE Life Sciences Education, 17(4), 1–9. https://doi.org/10.1187/cbe.18-02-0029
Opfer, J. E., Nehm, R. H., & Ha, M. (2012). Cognitive foundations for science assessment design: Knowing what students know about evolution. Journal of Research in Science Teaching, 49(6), 744–777. https://doi.org/10.1002/tea.21028
Padilla, K., & Van Driel, J. (2011). The relationships between PCK components: The case of quantum chemistry professors. Chemistry Education Research and Practice, 12(3), 367–378. https://doi.org/10.1039/C1RP90043A
Padilla, K., & Van Driel, J. H. (2012). Relationships among cognitive and emotional knowledge of teaching quantum chemistry at university level. Educacion Quimica, 23, 311–326. https://doi.org/10.1016/S0187-893X(17)30159-3
Park, S., & Chen, Y. C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms. Journal of Research in Science Teaching, 49(7), 922–941. https://doi.org/10.1002/tea.21022
Park, S., Jang, J. Y., Chen, Y. C., & Jung, J. (2010). Is pedagogical content knowledge (PCK) necessary for reformed science teaching?: Evidence from an Empirical Study. Research in Science Education, 41(2), 245–260. https://doi.org/10.1007/s11165-009-9163-8
Park, S. & Oliver, J. S. (2008). Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. 38, 261–284. https://doi.org/10.1007/s11165-007-9049-6
Reinholz, D. L., White, I., & Andrews, T. (2021). Change theory in STEM higher education: a systematic review. International Journal of STEM Education. https://doi.org/10.1186/s40594-021-00291-2
Robert, J., & Carlsen, W. S. (2017). Teaching and research at a large university: Case studies of science professors. Journal of Research in Science Teaching, 54(7), 937–960. https://doi.org/10.1002/tea.21392
Rosenberg, M. B., Hilton, M. L., & Dibner, K. A. (2018). Indicators for monitoring undergraduate STEM education. Indicators for Monitoring Undergraduate STEM Education. https://doi.org/10.17226/24943
Sadler, P., Sonnert, G., Coyle, H. P., Cook-Smith, N., & Miller, J. L. (2013). The influence of teachers’ knowledge on student learning in middle school physical science classrooms. American Educational Research Journal., 50, 1020.
Schussler, E. E., Read, Q., Marbach-Ad, G., Miller, K., & Ferzli, M. (2015). Preparing biology graduate teaching assistants for their roles as instructors: An assessment of institutional approaches. CBE Life Sciences Education, 14(3), 1–11. https://doi.org/10.1187/cbe-14-11-0196
Settlage, J. (2013). On acknowledging PCK’s shortcomings. Journal of Science Teacher Education, 24(1), 1–12.
Seung, E. (2013). The process of physics teaching assistants’ pedagogical content knowledge development. International Journal of Science and Mathematics Education, 11, 1303–1326.
Seymour, E. (2005). Partners in innovation: Teaching assistants in college science teaching. Rowman and Littlefield.
Shah, N., & Coles, J. A. (2020). Preparing teachers to notice race in classrooms: Contextualizing the competencies of preservice teachers with antiracist inclinations. Journal of Teacher Education, 71(5), 584–599. https://doi.org/10.1177/0022487119900204
Sheets, R. H. (2004). Preparation and development of teachers of color. International Journal of Qualitative Studies in Education, 17(2), 163–166. https://doi.org/10.1080/09518390310001653844
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Sleeter, B. C., & Thao, Y. (2007). Guest editors’ introduction: Diversifying the teaching force. Teacher Education Quarterly, 34(4), 3–8.
Speer, N., King, K., & Howell, H. (2015). Definitions of mathematical knowledge for teaching: Using these constructs in research on secondary and college mathematics teachers. Journal of Mathematics Teacher Education, 18(2), 105–122. https://doi.org/10.1007/s10857-014-9277-4
Speer, N., & Wagner, J. (2009). Knowledge needed by a teacher to provide analytic scaffolding during undergraduate mathematics classroom discussions. Journal for Research in Mathematics Education, 40(5), 530–562.
Stains, M., & Vickrey, T. (2017). Fidelity of implementation: An overlooked yet critical construct to establish effectiveness of evidence-based instructional practices. CBE Life Sciences Education, 16(1), 1–11. https://doi.org/10.1187/cbe.16-03-0113
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., & Grummer, J. A. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483.
Turpen, C., & Finkelstein, N. D. (2009). Not all interactive engagement is the same: Variations in physics professors’ implementation of Peer Instruction. Physical Review Special Topics Physics Education Research, 5(2), 1–18. https://doi.org/10.1103/PhysRevSTPER.5.020101
Viiri, J. (2003). Engineering teachers’ pedagogical content knowledge. European Journal of Engineering Education, 28(3), 353–359. https://doi.org/10.1080/0304379031000098265
Wagner, J., Speer, N., & Rossa, B. (2007). Beyond mathematical content knowledge: A mathematician’s knowledge needed for teaching an inquiry-oriented differential equations course. Journal of Mathematical Behavior, 26, 247–266.
Waugh, A. H., & Andrews, T. (2020). Diving into the details: Constructing a framework of random call components. CBE Life Sciences Education, 19(2), 1–17. https://doi.org/10.1187/cbe.19-07-0130
Weber, K. (2010). The pedagogical practice of mathematicians with respect to proof. Proceedings for the Thirteenth SIGMAA on Research in Undergraduate Mathematics Education (RUME) Conference.
Wilson, S., Floden, R., & Ferrini-Mundy, J. (2002). Teacher preparation research: An insider’s view from the outside. Journal of Teacher Education, 53(3), 190–204.
Zotos, E. K., Moon, A. C., & Shultz, G. V. (2020). Investigation of chemistry graduate teaching assistants’ teacher knowledge and teacher identity. Journal of Research in Science Teaching, 57(6), 943–967.
Zotos, E. K., Tyo, J. J., & Shultz, G. V. (2021). University Instructors’ knowledge for teaching organic reaction mechanisms. Chemistry Education Research and Practice, 22, 715–732.