教学的同行观察:以传播创新理论为指导的多个地点的案例研究
Arone Wondwossen Fantaye1, Janet Alexanian1, Ruth Chen2
1Office of Continuing Professional Development, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada.
概括
成功的教学同行观察 (POT) 实施取决于部门的背景,而不仅仅是推广. 创新必须与现有的日常生活和文化保持一致,以实现长期可持续性.
科学领域:
- 高等教育 高等教育
- 教育创新教育创新
- 教师发展学院发展学院
背景情况:
- 对于影响教学同行观察 (POT) 实施和可持续性的因素的理解有限.
- 加拿大大学在采用和维护POT倡议方面面临着挑战.
研究的目的:
- 检查加拿大各大学对POT创新的实施情况.
- 确定影响POT.成功采用和长期可持续性的因素.
主要方法:
- 使用了一个交叉比较的案例研究设计,涉及两个加拿大大学.
- 数据收集包括与管理人员和教师的半结构化采访,以及对公共记录的分析.
- 用定向和开放编码对收集的数据进行了定性内容分析.
主要成果:
- 缺乏足够的推广和资源阻碍了在与现有的需求,惯例和文化相冲突的部门采用POT.
- 在非医疗部门成功实施和维持POT,与先前存在的专业文化保持一致.
- 在医学系,由于"隐藏的课程"低估了教学和同行反,POT被认为是负担.
结论:
- 像POT这样的教学创新的可持续性和有效性取决于它们与特定部门环境的兼容性.
- 关注日常生活,时间限制,规范和文化对于确保教育创新的长期成功至关重要.
- 虽然促进教学卓越至关重要,但背景适应是创新可持续性的关键.
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