Faculty Teaching Philosophies, Reported Practices, and Concerns Inform the Design of Professional Development Activities of a Disciplinary Teaching and Learning Center
Faculty Teaching Philosophies, Reported Practices, and Concerns Inform the Design of Professional Development Activities of a Disciplinary Teaching and Learning Center
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教师的教学理念、实践报告和关注点为学科教学中心的专业发展活动的设计提供依据
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Katerina V. Thompson
中科院分区：
文献类型：
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作者：
G. Marbach‐Ad;K. Schaefer;Katerina V. Thompson
这项研究探讨了教职员工在一所研究密集型大学的教学理念、报告的实践和关注的问题。这些信息被用来确定化学和生命科学学院内学科教学中心的目标和活动。58名教职员工回答了一项调查。作者发现，教职员工表达的教学理念和目标在很大程度上符合国家建议；然而，他们中的大多数人报告说，他们仍然广泛依赖讲课，这与他们在本科生时经历的主要教学方法相同。调查结果有助于根据教职员工的信念、实践和担忧定制专业发展活动。
This study explored faculty members’ teaching philosophies, reported practices, and concerns at a research-intensive university. This information was used to shape the goals and activities of a disciplinary Teaching and Learning Center within a College of Chemical and Life Sciences. Fifty-eight faculty members responded to a survey. The authors found that faculty members expressed teaching philosophies and goals that largely correspond to national recommendations; however, most of them reported still relying extensively on lecturing, the same predominant teaching method they experienced as undergraduates. The survey results helped tailor professional development activities to faculty members’ beliefs, practices, and concerns.