Preparing Academics to Teach: Example of a Structured Method of Preparing Doctoral Students in Business Programs to Teach
Preparing Academics to Teach: Example of a Structured Method of Preparing Doctoral Students in Business Programs to Teach
复制标题
为学者教学做好准备：商业项目博士生教学准备的结构化方法示例
DOI：
10.1177/1052562920907132
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发表时间：
2020
影响因子：
1.4
通讯作者：
R. L. Utecht
中科院分区：
文献类型：
--
作者：
Robert L. Bonner;Christopher B. Stone;Sarah Mittal;William P. Phillips;R. L. Utecht
学者教授学生的资格往往是不容置疑的。目前的认证标准，对于一个学者教，通常是由所采取的课程，获得的证书或学位，和/或行业经验。博士课程在教育学的正式教学方法和对教学技能评估的重视程度方面不一致，而不仅仅是典型的学生教学评估。此外，在许多情况下，博士生开始教学，而他们仍然在他们的博士课程没有任何正式的培训。我们的目标是通过提供一个简洁和可操作的框架，教授博士生如何教，可以作为其他商学院博士课程寻求实施博士教学研讨会的模板，以解决这一制度化的缺陷。我们提供了一个例子，博士教学研讨会在商学院开发，旨在培养博士生的五个教学能力，以确保他们能够提供高质量的指导大学生。在这样做的时候，我们解释了作业，然后提供了作业的有效性以及教学研讨会的整体有效性的证据。
The qualifications of academics to teach students are often left unquestioned. Current accreditation standards, for an academic to teach, are typically determined by courses taken, certifications or degrees obtained, and/or industry experience. Doctoral programs are inconsistent in their approaches to formal instruction in pedagogy and their degree of emphasis on teaching skills assessment beyond the typical student teaching evaluations. Furthermore, in many instances, doctoral students begin teaching while they are still in their doctoral program without any formal training. We aim to address this institutionalized deficiency by providing a concise and actionable framework for teaching doctoral students how to teach that can serve as a template for other business school doctoral programs seeking to implement a doctoral teaching seminar. We provide an example of a doctoral teaching seminar in a College of Business developed to train doctoral students in five teaching competencies intended to ensure they are able to provide quality instruction to university students. In doing so, we explain the assignments and then provide evidence of the assignments’ effectiveness as well as the teaching seminar’s overall effectiveness.