Contingent Faculty as Teachers
Contingent Faculty as Teachers
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临时教师作为教师
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Matthew R. Wawrzynski
中科院分区：
文献类型：
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作者：
R. Baldwin;Matthew R. Wawrzynski
没有资格获得终身职位或永久就业的临时教师（全职和兼职）在美国高等教育机构提供了很大一部分教学，特别是在本科阶段。然而，尽管高校教师队伍发挥着重要的作用，但我们对他们的教学实践及其对高校教育环境的影响却知之甚少。本文使用2004年全国高等教育教师研究（NSOPF-04）的数据，以确定临时教师（全职和兼职）和“永久”（终身和终身资格）教师在使用以学科为中心和以学习为中心的教学策略方面是否存在差异。荷兰的学术环境模式也被用来检查以学科为中心和以学习为中心的教学实践中的永久和临时教师在广泛的学术领域。研究结果表明，兼职队伍教师的教学实践在重要方面不同于其他教师的同事。相比之下，全职临时教师的教学实践更接近于他们的终身教职和终身资格的同事。基于这些研究结果，政策，实践和其他研究的影响，这越来越多的美国教授。
Contingent faculty (full-time and part-time) who are not eligible for tenure or permanent employment provide a large portion of the instruction in U.S. higher education institutions, especially at the undergraduate level. However, in spite of the important functions contingent faculty perform, we know relatively little about their teaching practices or their impact on the educational environment of colleges and universities. This article uses data from the 2004 National Study of Postsecondary Faculty (NSOPF-04) to determine if contingent faculty (full-time and part-time) and “permanent” (tenured and tenure-eligible) faculty differ in their use of subject-centered and learning-centered teaching strategies. Holland’s academic environments model was also used to examine the subject-centered and learning-centered teaching practices of permanent and contingent faculty within broad academic areas. Findings indicate that the teaching practices of part-time contingent faculty differ in important ways from their other faculty colleagues. In contrast, the teaching practices of full-time contingent faculty more closely parallel those of their tenured and tenure-eligible colleagues. Based on these findings, implications for policy, practice, and additional research on this growing segment of the U.S. professoriate are included.