通过导师发展计划持续提高教师导师能力
A Sood1, N Mickel2, N Dominguez1
1University of New Mexico.
概括
教师导师培养计划显著提高长期的导师技能. 这项研究显示,在24个月内,导师能力的持续增长,支持机构对这些关键计划的投资.
科学领域:
- 高等教育 高等教育
- 教师发展学院发展学院
- 导师制 导师制 导师制 导师制
背景情况:
- 由于缺乏熟练的导师,形成教师发展网络受到阻碍.
- 现有研究表明,发展计划对辅导能力的短期改善,但长期影响仍未研究.
研究的目的:
- 为了比较在线异步加虚拟同步导师培养计划与单独在线异步计划的长期有效性.
- 测试导师发展干预是否会在24个月内持续改善自我评估的导师能力.
主要方法:
- 进行了一项随机对照试验,并进行了多项测试后措施.
- 辅导能力评估 (MCA-21) 尺度用于评估基线,3个月,12个月和24个月的自我评估辅导能力.
- 线性混合模型分析了干预效应,重点关注周期相互作用的干预.
主要成果:
- 与对照组相比,干预组的导师在3,12和24个月的MCA-21分数显著改善.
- 在24个月的研究期间,在指导能力方面观察到持续的改善.
- 干预效应在统计学上显著 (p ≤0.005).
结论:
- 教师导师培养计划在导师能力方面取得了持续的改善.
- 学术机构应投资于教师导师培养,以培养熟练和多元化的学术工作人员.
- 这些发现解决了理解导师发展干预措施的长期影响的关键差距.
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