通过使用反思性批评写作技术,评估教师发展计划在工作场所的影响
Sarah Amin1, Shabana Ali Muhammad2, Rahila Yasmeen3
1Medical Education Department, NUST school of health sciences (NSHS), Islamabad, Pakistan. sarahadnanmalik@gmail.com.
BMC medical education
|January 9, 2025
概括
反思性批评写作显著提高了教师的教学技能和专业发展. 这种方法增强了自我意识和批判性思维,从而提高了学术环境中的表现.
科学领域:
- 医学教育 医学教育
- 教师发展学院发展学院
- 教育心理学教育心理学
背景情况:
- 教师的专业发展对于提高教育质量至关重要.
- 反思性批评写作是评估教师发展计划的重要工具,促进自我反思和意识.
- 通过反思性批评写作来探索教师的经验,可以鼓励参与和个人/专业成长.
研究的目的:
- 为了确定反思批评写作在提高教师教学技能后发展计划的有效性.
- 探索教师的经验与反思批判写作专业和个人提升.
主要方法:
- 混合方法研究采用解释性的序列设计 (准实验和探索).
- 定量阶段: 27名教职员工使用有目的的抽样; 定性阶段: 10名教职员工使用便利抽样.
- 在案例学习促进技能研讨会期间进行反思性批评 (什么,所以什么,现在是什么模型) 的培训,包括3个月和6个月的前/后测试和评估.
主要成果:
- 80%的参与者在第三次写作时实现了批判性反思,高于最初的60%,这表明了计划的有效性.
- 在教学技能,学习转移和行为变化方面观察到显著的改善 (Kirkpatrick 3 级).
- 定性主题包括持续的技能发展,增强更高层次的思维,以及对经验的理解;参与者称之为"游戏改变者".
结论:
- 反思性批评写作促进了对教师发展计划的更深入,更批判的评估.
- 这种做法提高了教师的整体表现和工作场所的专业发展.
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