Transformation of experienced traditional university teachers into reformed teachers

We at the University of Ljubljana are reforming the Applied Physics study program using the ISLE approach. This holistic student-centred approach is built around the idea that the students should develop scientific abilities and habits by practicing it through inquiry-based activities. The role of a teacher in such an environment differs from the role of a traditional teacher. Our teachers did not have prior experience in reformed courses. We organized individualized professional development to help them develop the needed skills and habits to change their teaching practices. It consisted of ISLE training before the start of the semester and continuous activities during the semester, such as co-planning of teaching activities, team-teaching, observations of lessons, and reflections. We examined the challenges in implementing ISLE to teaching by employing a qualitative case study. We present the data collected from the classroom observations triangulated with semi-structured interviews. The results from the first year show that while it was easy for the teachers to adopt ISLE terminology and arrange students to work in groups, organizing group work effectively was more challenging. The most effective training for teachers appears to be observing experienced instructors during team-teaching.

We acknowledge financial support by ARIS P1-0060 program and NOO ULTRA project.