第四个课程的纵向研究:生物学系对教学的影响
Diane Ebert-May1, Jessica Middlemis Maher2, Lucas B Hill3
1Department of Plant Biology, Michigan State University, East Lansing, MI 48824.
CBE life sciences education
|August 26, 2025
概括
仅仅是教师培养计划不足以促进以学习者为中心的教学. 持久的教学变革需要部门的支持,以培养教师的能力,自主性和社区,以自决理论为指导.
科学领域:
- 高等教育
- 教育学
- 教师发展
背景情况:
- 教师的专业发展计划旨在改善教学实践.
- 了解这些课程对教师的长期影响至关重要.
- 学生为中心的教学需要支持部门的环境.
研究的目的:
- 探索生物学系在教学专业发展方面的经验.
- 了解部门环境如何影响教师的满意度和教学成长.
- 确定促进以学习者为中心的教学因素.
主要方法:
- 这项研究对以前完成FIRST IV课程的生物学教师进行了定性研究.
- 基于自决理论 (SDT) 构建的反思实践:能力,自主和社区.
- 编码教师的回应,并以示例的形式呈现发现.
主要成果:
- 部门环境对教师的能力,自主性和社区感有很大影响.
- 根据部门设置,教师的经验各不相同.
- 维涅特强调了各部门在培养教学发展中的关键作用.
结论:
- 教学发展计划是必要的,但对于深入的教学变革是不够的.
- 部门支持对于培养教师能力,自主性和社区至关重要.
- 可持续的教学变革需要机构致力于支持部门文化.
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