Learning Professional Confidence: Linking Teaching Practices, Students' Self-Perceptions, and Gender
Learning Professional Confidence: Linking Teaching Practices, Students' Self-Perceptions, and Gender
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学习专业信心：将教学实践、学生的自我认知和性别联系起来
DOI：
10.1353/rhe.2000.0028
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发表时间：
2000
期刊：
影响因子：
--
通讯作者：
P. Terenzini
中科院分区：
文献类型：
--
作者：
C. Colbeck;A. Cabrera;P. Terenzini
长期以来，学院和大学教师将教学工作重点放在自己的教学表现上。因此，教师们对于如何成功地激发学生的积极性和自信心并没有给予足够的重视（Barr & Tagg，1995）。由于科学和工程专业的本科生男女流失率都很高（国家科学基金会，1996），因此人们特别担心这些领域仍然盛行的教学方法可能会疏远学生（Adelman，1998）。
For too long, college and university faculty have focused their instructional efforts on their own teaching performance. As a result, faculty have paid insufficient attention to ways they might successfully encourage students’ motivation and self-confidence (Barr & Tagg, 1995). Because the undergraduate attrition rates in science and engineering are high for both women and men (National Science Foundation, 1996), there is particular concern that teaching methods still prevalent in these fields may alienate students (Adelman, 1998).