相关教师的专业发展:对可用资源的全国评估
Catherine Bilyeu1,2,3, Jessica Niski1,2,3, Michelle Reilly1,2,3
1Catherine Bilyeu is an Assistant Professor at the University of Colorado Physical Therapy Program, 13121 E. 17th Ave., Aurora, CO 80045 (Catherine.Bilyeu@cuanschutz.edu). Please address all correspondence to Catherine Bilyeu.
Journal, physical therapy education
|March 13, 2024
概括
物理治疗师教育计划中的附属教师 (AF) 仅限于获得正式的教师发展机会. 加强这些计划对于提高物理治疗博士 (DPT) 教育质量至关重要.
科学领域:
- 医学教育 医学教育
- 物理治疗教育教育 物理治疗教育
背景情况:
- 教师发展对于物理治疗博士 (DPT) 教育至关重要.
- 附属教师 (AF) 贡献很大,但往往缺乏正式的教学准备.
- 现有的文献缺乏关于AF发展机会的信息.
研究的目的:
- 调查物理治疗师教育课程中关联教师 (AF) 的正式教师发展机会的国家格局.
主要方法:
- 一种混合方法的方法,结合了调查和半结构面试.
- 调查数据从70名项目主管/教师发展负责人收集.
- 来自10次采访的定性数据,使用专题分析进行分析.
主要成果:
- 低比例的AF获得正式的发展活动.
- 很少有AF获得适合其角色的适当教育内容.
- 调查结果表明,意识形态支持和教师发展的实际实施之间存在差距.
结论:
- 对AF的正式发展机会显著缺乏.
- 定制开发对于AF来说至关重要,以加强DPT教育.
- 解决这个差距对于物理治疗师教育的整体卓越至关重要.
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