为什么教师拒绝改变?
Clark Dana1, Burke Soffe1, Jeff Shipley2
1Roseman University of Health Sciences.
MedEdPublish (2016)
|March 15, 2024
概括
教师发展研讨会揭示了内在的动机和被重视的感觉是采用以学生为中心的教学方法的关键,与经常根植于现状偏见的抵抗形成对比.
科学领域:
- 教育心理学教育心理学
- 教师发展学院发展学院
- 高等教育教学的教学.
背景情况:
- 由于教学专业知识的隐形性,教学效率经常被低估.
- 教学需要最低限度的正式学习的假设在专业之外的人中仍然存在.
研究的目的:
- 将采用以学生为中心的教学实践的教师与在教师发展研讨会后抵制变革的教师进行比较.
- 在采用新教学方法时,确定区分"变革者"和"抵抗者"的特征.
主要方法:
- 采用了定性叙事方法,利用结构化访谈.
- 教师参与者根据他们在8个月的研讨会后观察到的教学实践变化而被分类.
主要成果:
- 反对者缺乏对以学生为中心的教学有效性的信念,与其定义作斗争,具有外部动机,并感到被低估.
- 变革者表现出对变革的热情,认识到以学生为中心的方法的价值,有内在的动机,并感到有价值.
结论:
- 现状偏见被假设为对教学变革抵抗的主要驱动力.
- 结果提供了对优化教师发展计划的见解,以促进采用创新的教学策略.
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