通过将信任融入同行辅导计划的设计和实施中,有五种方法可以获得掌握
Adriane E Bell1, Holly S Meyer1, Lauren A Maggio2
1Department of Health Professions Education, Uniformed Services University of the Health Sciences, Maryland, USA.
Canadian medical education journal
|November 19, 2025
概括
同行辅导通过反和反思来提高教学技能. 建立信任对于教师发展中的有效同行辅导计划至关重要,防止计划失败.
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:
- 同行指导是一种教师发展策略,利用协作工作和同行观察来增强教学.
- 它利用体验式学习原则,提供有针对性的反,反思和同学交流,以提高教师的自我效能和学员的成绩.
- 实施同行指导计划的一个重大挑战是教师对教学实践审查的担忧,阻碍了信任和同学交流.
研究的目的:
- 要强调信任对同行辅导计划有效性的关键作用.
- 为教师开发人员提供可行的策略,将信任建设纳入同行辅导计划的设计和实施.
- 解决与忽视对同行辅导倡议的信任相关的"黑冰"风险.
主要方法:
- 这篇文章将信任作为成功同行辅导的基本要素,并借鉴体验式学习理论.
- 它识别了当信任缺失或不足时,计划设计和实施的潜在陷.
- 为教师培养者提出了五种实际策略,以培养同行辅导关系中的信任.
主要成果:
- 信任被确定为有效的同行指导的不可谈判的先决条件,使脆弱性和开放的大学交流成为可能.
- 如果不能建立信任,可能会导致无效的计划,类似于在"黑冰"上航行.
- 拟议的策略旨在通过安全的同行指导环境来提高教师的参与度,自我效率,并最终提高学员的学习成果.
结论:
- 建立和保持信任对于教师同行辅导计划的成功和可持续性至关重要.
- 教师开发人员必须主动将信任建设策略纳入课程设计,以减轻风险并优化有效性.
- 优先考虑信任,确保同行指导成为改善教学实践和教育成果的有效工具.
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