情况促使基于问题的课程中的教师反思他们的信仰,身份和使命
Lukas Daniel Leatemia1, Boukje Compen2, Diana H J M Dolmans2
1Department of Medical Education, Faculty of Medicine, Mulawarman University, Samarinda, East Kalimantan, Indonesia.
Medical teacher
|February 23, 2024
概括
教师的内在信念和身份显著影响他们采用以学生为中心的学习. 特定的情况影响这些内部方面,塑造教学观点,并为医学教育工作者提供教师发展的信息.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 教师对提高学生学习的看法不同,从以教师为中心到以学生为中心的方法.
- 高等教育中的Korthagen的洋模型 (2014) 将教师的观点与教学实践联系起来,包括外部 (环境,行为,能力) 和内部 (信仰,身份,使命) 层.
- 现有的研究往往忽略了具体情况如何影响教师的内在方面,以及他们对以学生为中心的学习的看法.
研究的目的:
- 探索影响教师关于以学生为中心的学习的内在方面 (信仰,身份,使命) 的情况.
- 了解这些内在方面是如何被情境因素所塑造的.
- 确定对医学教育教师发展的影响.
主要方法:
- 使用三个焦点小组讨论进行的描述性定性研究.
- 参与了来自印度尼西亚两所医学院的18名教师.
- 对收集的数据进行了主题分析.
主要成果:
- 某些情况促使教师反思他们的内在方面,积极或消极地影响他们接受以学生为中心的学习.
- 教师的外部方面,包括先前的教学经验和临床职责,与内部方面相互作用,塑造了他们的教学观点.
- 情境对内在方面的影响对于理解哲学教学转变至关重要.
结论:
- 了解具体情况如何影响教师的内在方面是培养以学生为中心学习的关键.
- 教师发展计划应考虑对教师信仰,身份和使命的情境影响.
- 建议通过背景意识的教师发展来解决教师的特定教育需求.
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