From Seeing to Doing: Examining the Impact of Non-Evaluative Classroom Observation on Teaching Development
From Seeing to Doing: Examining the Impact of Non-Evaluative Classroom Observation on Teaching Development
复制标题
从看到到做：检验非评价性课堂观察对教学发展的影响
DOI：
--
复制
发表时间：
2018
影响因子：
2.2
通讯作者：
Meadow Schroeder
中科院分区：
文献类型：
--
作者：
R. Mueller;Meadow Schroeder
为了回应全球对高等教育质量的关注，各院校越来越重视教学发展。本研究旨在评估一个非评估性的全校性课堂观察对一所大专院校教学发展的影响。一项调查发现，在这项研究中的参与者可能会启动和/或从事自我导向的学习，在教学发展领域，只是通过观察其他教师。参加者还报告说，他们将采用或调整他们观察到的教学技巧。总的来说，这一举措得到了积极响应，被认为是一种低成本、低投资的工具。我们讨论了实施非评价性课堂观察的好处和潜在的挑战。
In response to global interest in the quality of post-secondary teaching, institutions are placing increasing emphasis on teaching development. This study evaluated the effect of a campus-wide, non-evaluative classroom observation initiative on teaching development at a post-secondary institution. A survey found that participants in this study were likely to initiate and/or engage in self-directed learning in the area of teaching development simply by watching other instructors. Participants also reported that they would adopt or adapt teaching techniques they had observed. In general, the initiative was positively received and found to be a low-cost, low-investment tool. We discuss the benefits of and potential challenges to implementing non-evaluative classroom observations.