职业生涯早期的教学实践:培训本科生教学的价值
Chandler E G Carr1, Kira Bailey1,2
1David O. Robbins Neuroscience Program; Ohio Wesleyan University, Delaware, OH 43015.
本科生通过辅导的联合指导获得了宝贵的教学技能,增强了教学准备. 这种经验为在高等教育中的导师和受教者提供了相互反思和新的视角.
科学领域:
- 高等教育教学的教学.
- 本科教育 学士教育
- 在教学中提供指导.
背景情况:
- 在高等教育职业生涯之前,本科生有很少的教学培训机会.
- 早期培养有效的教学技能对于有抱负的教育工作者至关重要.
- 导师可以弥合实际教学经验的差距.
研究的目的:
- 描述本科生的辅导教学经验,包括共同指导课程.
- 评估这种辅导模式对本科学生辅导员和教师辅导员的好处和挑战.
- 倡导增加本科生在教学角色中的机会.
主要方法:
- 一名本科生接受了各种教学技巧的指导,包括课程开发,评估设计和课堂管理.
- 导师与他们的教师导师一起共同指导大学课程.
- 定期沟通和相互反思是指导的关键组成部分.
主要成果:
- 本科导师在教学中发现了个人优点和弱点,发现经验是有益的.
- 教师导师获得了关于他们自己的教学实践和教学哲学的宝贵见解.
- 联合教学动态为课程交付和学生参与提供了独特的双重视角.
结论:
- 为本科生提供辅导教学经验可以显著提高教学技能,并提供早期职业生涯的曝光.
- 这些项目提供了互惠的好处,促进了反思和新的视角,无论是导师和学员.
- 虽然耗时,但这种模式有可能加强高等教育教学并为未来的教育工作者做好准备.
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