评估教师的教学和专业能力
Raúl González-Fernández1, Adiela Ruiz-Cabezas1, María C Medina Domínguez1
1Universidad Nacional de Educación a Distancia-UNED, Calle Juan del Rosal 14, 28080 Madrid, Spain.
Evaluation and program planning
|December 27, 2023
概括
教师高度重视规划和沟通技巧,但领导力和研究能力需要发展. 培训计划应优先考虑数字技能,特别是年轻教育工作者,同时承认经验丰富的教师对创新的重要性.
科学领域:
- 教育心理学教育心理学
- 教师培训 培训教师培训
背景情况:
- 教师的专业发展对于有效的教育至关重要.
- 设计有效的培训模型需要了解教师对核心能力的看法.
研究的目的:
- 评估教师专业能力的意义和重要性.
- 为教育工作者设计教学/专业能力培训模型提供信息.
主要方法:
- 混合方法方法采用特设问卷和讨论小组.
- 使用Logit模型进行定量分析,使用Atlas ti 23进行定性分析.
- 涉及超过一百名参与教师.
主要成果:
- 教师在评估能力方面得分一般很高,领导力和研究得分最低.
- 规划,沟通,评估,方法,数字和辅导能力受到高度重视.
- 观察到与年龄相关的差异:年轻的教师 (25-30) 评价能力较低,而年长的教师 (>55) 强调数字和创新.
结论:
- 教师培训计划应全面地解决一系列能力问题.
- 建议强调数字能力,同时应对研究和教学领导力的挑战.
- 培训应量身定制,以满足特定年龄的需求和对专业能力的看法.
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