教师为职业治疗教学做好准备:当前情况和未来需求
Melissa M Sweetman1, Amanda K Giles2
1Melissa M. Sweetman, PhD, OTD, OTR/L, CLA, is Founding Program Director and Associate Professor, Doctor of Occupational Therapy Program, Wingate University, Wingate, NC; m.sweetman@wingate.edu.
概括
职业治疗教师需要更多的教学和教学设计培训. 大多数机构鼓励但不要求教师发展,依靠非正式会议进行专业成长.
科学领域:
- 职业治疗教育职业治疗教育
- 学术专业发展学术专业发展
背景情况:
- 许多职业治疗师从临床实践过渡到没有正式的学术培训的临床实践.
- 需要了解当前的教师发展实践,并确定未来的培训需求.
研究的目的:
- 评估职业治疗教师对教学角色的准备程度.
- 评估当前的专业发展活动.
- 确定未来教师培训的基本主题.
主要方法:
- 在美国,对449名职业治疗和职业治疗助理教师进行了一项定量,描述性的调查.
- 该调查评估了机构支持,教师参与发展,教学舒适度以及所需的培训主题.
主要成果:
- 大多数机构鼓励教学和教学设计培训,但不要求.
- 非正式会议是最常见的教师发展活动,尽管机构对外部机会的财政支持.
- 教师表达了对学习开发测试问题,设计课程作业和改进教学方法的强烈兴趣.
结论:
- 这些发现支持针对新任和经验丰富的职业治疗教师制定有针对性的培训计划.
- 这项研究为创建教师发展内容提供了基础,以增强教学技能,信心和留学能力.
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