The development and validation of a framework for teaching competencies in higher education
The development and validation of a framework for teaching competencies in higher education
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DOI：
10.1023/b:high.0000034318.74275.e4
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发表时间：
2004-09-01
期刊：
影响因子：
5
通讯作者：
Van der Vleuten, CPM
中科院分区：
文献类型：
--
作者：
Tigelaar, DEH;Dolmans, DHJM;Van der Vleuten, CPM
在高等教育中，教学方法越来越以学生为中心，这就需要不同的教学能力。因此，有必要建立一个可用于评估目的的教学能力的适当框架。现有框架的弱点在于，它们没有关注作为教师的人，它们的定义过于狭隘，它们没有得到验证，也没有适应现代教学方法。本研究的目的是发展和验证高等教育教学能力的框架。因此，构建了一个教学能力框架，包含以下领域：教师、内容知识专家、学习过程促进者、组织者和学者/终身学习者。采用德尔菲法对该框架进行了验证。教育专家（N=63）被问及：“对于一个有经验的高等教育教师来说，以下教学能力在每个领域有多重要？”进行验证性因子分析以评估域的充分性。两轮之后，评级的变化很小，因此结果被认为是稳定的。应答率为82%。在原来的134个项目中，有30个项目因为很多专家没有回答而被遗漏。专家们对104个项目中的61个（59%）达成了共识。对每个领域的三个最佳得分项目进行验证性因子分析，证实了该模型。一个教学能力的框架被开发和验证，可以用作高等教育教师评价的起点。
In higher education, approaches to teaching are becoming more student-centred, which demands different teaching competencies. Therefore, it is necessary to have an adequate framework of teaching competencies that can be used for evaluation purposes. The weaknesses of the existing frameworks are that they do not pay attention to the person as teacher, they are too narrowly defined, they are not validated and they are not adjusted to modern approaches to teaching.The aim of this study was to develop and validate a framework of teaching competencies in higher education. A framework for teaching competencies was therefore constructed containing the following domains: The Person as Teacher, Expert on Content Knowledge, Facilitator of Learning Processes, Organiser and Scholar/Lifelong Learner. The framework was validated using a Delphi method. Educational experts (N=63) were asked: "How important are the following teaching competencies in each domain for an experienced teacher in higher education?" A confirmatory factor analysis was conducted to assess the adequacy of the domains.After two rounds, the shift in ratings was minimal, so the results were considered stable. The response rate was 82%. From the original list with 134 items, 30 items were omitted because many experts failed to respond to them. The experts reached consensus on 61 out of the resulting 104 items (59%). A confirmatory factor analysis on the three best scoring items in each domain confirmed the model. A framework of teaching competencies was developed and validated that can be used as a starting point for teacher evaluation in higher education.