3: A CONCEPTUAL FRAMEWORK FOR HIGHER EDUCATION FACULTY MENTORING
3: A CONCEPTUAL FRAMEWORK FOR HIGHER EDUCATION FACULTY MENTORING
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3：高等教育教师指导的概念框架
DOI：
10.1002/j.2334-4822.2010.tb00595.x
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发表时间：
2010
影响因子：
1.4
通讯作者：
S. Fifield
中科院分区：
文献类型：
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作者：
Pamela S. Lottero‐Perdue;S. Fifield
在高等教育中，教师指导的概念存在相当大的差异。我们不把这种多样性视为一个问题，而是将其视为一种潜在的资源，可以为教师指导的设计、实施和评估提供信息。为了了解这种多样性，我们回顾了有关高等教育教师指导的文献，以创建一个指导的概念框架。概念框架是一个工具，项目管理者、参与者和评估者可以使用它来调整指导，以适应特定教师和机构的独特需求。概念性的，程序性的，如何指导实践
There is considerable variability in conceptions of faculty mentoring in higher education. Rather than view this diversity as a problem, we see it as a potential resource that can inform design, implementation, and eval uation of faculty mentoring. To learn from this diversity, we review the literature on faculty mentoring in higher education to create a conceptual framework of mentoring. The conceptual framework is a tool that pro gram administrators, participants, and evaluators can use to adapt men toring to the unique needs ofparticular faculty and institutions. conceptual, programmatic, how mentoring practice