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高等教育学者的跨学科反思使用教学广场:一个范围审查
Joanne Harmon1, Angela Brown1, David Birbeck2
1Rosemary Bryant AO Research Centre, Clinical and Health Sciences, University of South Australia, Adelaide, South Australia 5000, Australia.
教学广场增强高等教育 (HE) 专业人员的教学技能和学术关系. 这种跨学科的反思增强了信心,减少了孤立,特别是在新的学者.
科学领域:
- 高等教育教学的教学.
- 学术专业发展学术专业发展
- 跨学科研究 跨学科研究
背景情况:
- 高等教育 (HE) 学者参与教学反思,以改善教学实践.
- 跨学科的合作为反思性教学提供了独特的视角.
研究的目的:
- 探索跨学科的高等教育学者如何利用教学广场来进行教学反思.
- 确定跨学科反思对教学技能和学术关系的影响.
主要方法:
- 从2012-2022年对已发表和未发表的研究进行范围审查.
- 通过对10个电子数据库的系统搜索和参考列表的手动搜索,发现了13项研究.
- 使用模式,进步,差距,实践和研究证据 (PAGER) 框架绘制图表的数据.
主要成果:
- 教学广场通过跨学科的观察和反思来提高教学技能.
- 学术界人士报告说,信心增加,对教学实践的认识和对学生经验的理解增加了.
- 跨学科反思建立了社会资本和专业网络,缓解了学术孤立.
结论:
- 使用教学广场进行跨学科反思,提高了高等教育学者的信心和教学方法.
- 这种方法增加了社会资本和网络机会,有利于那些新的学术界.
- COVID-19大流行加速了虚拟反射的采用,可能建立了一个新的规范.
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