标志着全日制,非任期教学教师在生物学
Desiree Forsythe1, Jeremy L Hsu1
1Schmid College of Science and Technology, Chapman University, Orange, California, USA.
Journal of microbiology & biology education
|December 10, 2024
概括
尽管教学自主,但全日制,非任期 (NTT) 生物学教师的多样性较少,机构支持较为混合. 建议旨在提高他们在STEM高等教育中的归属感和价值.
科学领域:
- 生物教育教育 生物学教育
- 高等教育教师研究研究 高等教育教师研究
- 在STEM工作人员多样性的多样性.
背景情况:
- 高等教育越来越依赖于全日制,非任期教师 (NTT) 的教学.
- 现有的关于临时教师的研究往往忽视了STEM的全职NTT教师.
- 跨STEM领域的NTT教师经验的学科差异仍未得到充分研究.
研究的目的:
- 调查全日制NTT生物学教师的经验.
- 确定挑战和机会,以支持这个不断增长的教师群体.
- 探索NTT教师角色和感知中的潜在学科变化.
主要方法:
- 在美国机构的分层随机样本中调查了全日制NTT生物学教师.
- 使用卡内基分类来进行机构采样.
- 分析了与多样性,支持,归属和教学自主性相关的主题的调查数据.
主要成果:
- 与更广泛的STEM教授团队相比,NTT生物学教师的多样性较小.
- 教师报告机构支持和改善资源的愿望是混合的.
- 对部门决策的有限参与导致了对归属和价值的混合感.
- 报告指出,教学自主性很高,但在关键领域仍然存在挑战.
结论:
- 全日制NTT生物学教师面临着关于多样性,支持和包容性的独特挑战.
- 机构应实施有针对性的战略,以更好地支持NTT教学教师.
- 解决这些问题对于STEM高等教育的公平性和有效性至关重要.
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