经验教育学院的晋升和任期过程的混合方法分析
Kate Newman1, Lisa M Richter2, Lisa M Meny3
1Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL, USA.
American journal of pharmaceutical education
|August 4, 2023
概括
经验教育 (EE) 教师在晋升和任期 (P&T) 过程中经常感到被误解,需要量身定制的指导. 解决这个差距对于EE教师的保留和在学术进步中的包容性至关重要.
科学领域:
- 学术进步 学术进步
- 经验式教育 经验式教育
- 教师发展学院发展学院
背景情况:
- 晋升和任期 (P&T) 过程是学术教师的关键评估.
- 经验式教育 (EE) 教师角色在传统的P&T框架中提出了独特的挑战.
- 了解教师的经验是提高学术职业发展的关键.
研究的目的:
- 调查教师在体验性教育 (EE) 中的晋升和任期 (P&T) 经验.
- 确定与EE教师的P&T旅程相关的挑战和主题.
- 为独特的学术角色提供增强P&T流程的见解.
主要方法:
- 混合方法方法结合了定量调查和定性访谈.
- 在P&T经验的学术层面对EE教师的调查.
- 与EE教师的现象学采访,他们获得了全职教授的地位.
主要成果:
- 相当多数 (68%) 的EE教师觉得有必要向P&T委员会证明他们的工作.
- 受访者认为P&T成员,主席和同事对EE角色缺乏理解.
- 定性主题包括一个误解的角色,导航不清楚的过程,并寻求独特的导师.
结论:
- EE教师需要专门的指导来准备P&T档案,特别是对于行政和独特的角色方面.
- 需要更好地了解EE的作用,以促进包容性和保留.
- 对于具有独特角色的教师来说,需要指导,以便在P&T指南中有效地代表他们的贡献.
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